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Öğe Teacher candidates' perspectives on addressing social justice in English language and literature classes through critical pedagogy(Taylor and Francis, 2025) Özkan, Hediye; Öz, GülşahThis study aims to uncover the perceptions of teacher candidates about social justice and their willingness to participate in addressing social justice issues by using critical pedagogy in their future classrooms. Within this concern, the participants of the study consisted of 45 teacher candidates from both departments of English Language Teaching (ELT) and English Language Literature (ELL) at a state university in Turkey. As the research design of the study, a qualitative research method was adopted. In this regard, a written interview was designed and utilized to collect data. The qualitative data were analyzed through inductive analysis method. The overall research findings revealed how teacher candidates envisage embracing diversity, equity, and social justice in language and literature teaching classes through critical pedagogy. Based on the research results, some implications for just language teaching and suggestions for further studies were presented as well.
