Inclusive and Social Justice-Oriented Pedagogies in ELT
Team
Dr Deniz Ortactepe Hart (Co-PI)
CenTCS
University of Glasgow
Abstract
English language teacher education has historically been confined to ‘content’ delivery through prescribed methodologies (Wright 2015, p.19), resulting in limited attention to the impact of social, cultural, and political ideologies on language use and the existing power dynamics in the classroom (Hawkins 2011). The field has recently taken a social justice turn to integrate issues such as race, social class, and gender into language classrooms. This shift aims to equip teachers with the skills, knowledge, and dispositions to address the existing inequities and injustices across and beyond systems of schooling. Based on this overall ground, this research aims to investigate the integration of inclusive and social justice-oriented pedagogies in language teacher education by focusing on pre-service English language teachers and teacher educators from three underrepresented geographical and cultural contexts in the literature: Scotland, Türkiye, and Pakistan.
Keywords
social justice pedagogies; intersectionality; language education
Funder
British Council ELTRA Awards