Teacher candidates' perspectives on addressing social justice in English language and literature classes through critical pedagogy

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dc.contributor.authorÖzkan, Hediye
dc.contributor.authorÖz, Gülşah
dc.date.accessioned2025-04-17T11:03:28Z
dc.date.available2025-04-17T11:03:28Z
dc.date.issued2025
dc.departmentSabire Yazıcı Fen Edebiyat Fakültesi
dc.description.abstractThis 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.
dc.identifier.doi10.4324/9781003398172-12
dc.identifier.endpage178
dc.identifier.isbn978-100339817-2, 978-103250361-5
dc.identifier.scopus2-s2.0-85216825932
dc.identifier.startpage161
dc.identifier.urihttps://dx.doi.org/10.4324/9781003398172-12
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13071
dc.indekslendigikaynakScopus
dc.institutionauthorÖzkan, Hediye
dc.language.isoen
dc.publisherTaylor and Francis
dc.relation.ispartofThe Routledge Handbook of the Sociopolitical Context of Language Learning
dc.relation.publicationcategoryKitap Bölümü - Uluslararası
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectTeacher candidates' perspectives
dc.subjectEnglish Language
dc.titleTeacher candidates' perspectives on addressing social justice in English language and literature classes through critical pedagogy
dc.typeBook

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