Teachers’ and student teachers’ conceptualisations and enactment of social justice in English language teaching: a case in Argentinian secondary schools

Abstract

This study examines teachers’ and student-teachers’ conceptualisations of social justice in English language teaching (ELT), and theirenactment of a social justice pedagogy in their ELT practices in state secondary schools in Argentina. Framed as collaborative action research, data types comprise interviews, classroom observations, and teaching artefacts such as lesson plans and teacher-made worksheets. Qualitative content analysis reveals that the participants’ understanding and enactment of social justice pedagogy was driven by the principle of relevance, thus making the practiceof ELT highly context dependent, student-centred, and situated.The experience legitimated some of the teachers’ previous teaching experiences. However, it also brought about tensions among some of them as they attempted to address topics which were perceived as politically loaded and controversial. Such tensions led teachers to grapple with the principles of relevance and representation. The study characterises social justice pedagogy in ELT and includes implications for teacher education.