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Abstract This narrative inquiry examines, through a theoretical framework informed by Bhabha, experiences of two graduates of a social justice-oriented preservice program in the U.S. in an era of standards-based reform. This article demonstrates that schools are sites shaped and constrained by various competing discourses, which delineate meanings of education in drastically different ways. The participants encounter conflicting demands and desires. Negotiating among what seems incommensurable is an important part of their teaching. The participants deploy the politics of hybridity as a creative tactic for their daily negotiations. The implications for teacher education are discussed. Highlights • The teacher participants encounter conflicting demands and desires constituted by competing discourses of education. • Negotiating among what seems incommensurable is an important part of their teaching. • The teachers deploy the politics of hybridity as a tactic for the negotiation. • The teachers re-signify what they find limiting and produce supplemental knowledge and practice. • Through the production of hybridity, the teachers make temporal interruption of "the reality". [ABSTRACT FROM AUTHOR]

This study explores prospective teachers' experiences of learning to teach social justice with a focus on tensions and dilemmas encountered in the practice of transformative curriculum planning. Findings come from a qualitative case of one social justice-oriented teacher education program in South Korea. Drawing on concepts from transformative learning theory and a theory of hybridity, this study reveals that expansion of neoliberalism interwoven with resilient (ethnic) nationalism can lead prospective teachers to dilemmas in the practice of transformative curriculum planning. However, the space of dilemmas can be transformed into a space of possibility by thoroughly examining and creatively responding to recognized constraints. • Conflicting desires from multiculturalism, neoliberalism, and nationalism constitute competing discourses of education. • Social justice-oriented prospective teachers (PTs) encounter tensions/dilemmas created by competing discourses of education. • National curriculum standards and ethnic nationalism obscure PTs' practice of transformative curriculum planning. • PTs can craft a space of possibility by thoroughly examining and creatively responding to recognized constraints. [ABSTRACT FROM AUTHOR]

● Participation in a role-playing activity builds empathy for victims. ● The Youth Police Academy (YPA) program promotes anti-bullying attitudes. ● The YPA program cultivates effective strategies to cope with witnessing bullying. ● The YPA program was more effective in lowering reinforcer behaviors in females. This study demonstrates the effectiveness of the Youth Police Academy bullying prevention program using a sample of 1649 students. Applying a semi-experimental research design, pre-test and post-test surveys were administered to an experimental group (N = 1,027) and a control group (N = 622). The results of the study reveal that the community-based anti-bullying program targeting bystanders had a positive impact in four areas: bystander indicators, empathy towards victims, anti-bullying attitudes, and coping responses to observations of bullying. Regarding the gender effect, the results show that the YPA program was more effective for female participants in decreasing reinforcer behaviors. We then explored the implications of the results and proposed suggestions for policy-makers and program developers committed to bullying prevention. [ABSTRACT FROM AUTHOR]