ABSTRACT In light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course ‘muddied the waters’ of their unfolding conceptions and practices of social justice education. The article describes how coming to know ‘teaching for social justice’ through the eyes of these pre-service teachers provided a reflexive surface for our self-study and has shaped its trajectory. In contrast to our initial desire for greater certainty, placing the uncertainties of social justice at the forefront of our practice has become central to our inquiry.

中文翻译：

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浑水摸索：不确定性中的社会正义教学研究

摘要鉴于社会多元化，社会正义存在多种多样的见解。从这个意义上说，不确定性是社会正义教育和研究的标志。本文分享了对我们如何提出跨文化协作式自学教学社会正义问题的见解。八名新西兰职前教师参加了半结构化访谈，他们反思了他们为期六周的社会研究方法课程。本文利用职前教师认为非常重要的教学时间，探讨了生成和模糊的方法，该课程“搅乱了”他们不断发展的社会正义教育的观念和实践。这篇文章描述了如何通过这些职前教师的眼光认识“为社会正义而教学”，这为我们的自学提供了反思性的平台，并塑造了它的轨迹。与我们最初对更大确定性的渴望相反，将社会公正的不确定性放在我们实践的最前沿已经成为我们探究的核心。