Abstract
ABSTRACT This review examines in which ways neoliberalism and the directions of educational changes have impacted teacher social responsibility and commitment and teacher collaboration. Based on 32 articles, we established a framework for analysing the dimensions of the understanding of social responsibility and commitment. We found that special attention should be paid, firstly, to content and pedagogical knowledge during teacher training; secondly, when building and enacting agency as the power teachers hold when envisaging directions for educational transformations; and thirdly, for collectivising struggle. Positionality and the ability to respond, both individually and collectively, are categories that shape teacher identity and action. The present findings lead us to believe that these understandings articulate teachers’ interpretations of social inequalities, how to act and their role as teachers toward them.
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