critical-pedagogy
Filtering by topic critical-pedagogy(6)Clear all filters
- PaperTESOL Journal8 Jul 2026
Refusing the Feeling Rules: Arts‐Based Autoethnography as Emotional Resistance in Language Teacher Education
Jialei Jiang, Wenxi Schwab
Using arts-based autoethnography, the study examines the emotional labor of a raciolinguicized TESOL educator facing systemic inequities. Digital artworks and narratives reveal how shame, anger, and disheartenment can be mobilized as critical affective literacy to resist institutional feeling rules. The findings advocate for arts-based inquiry in teacher education as a means to challenge normative professional discourses and foster justice-oriented pedagogies.
Original abstract
This study employs arts‐based autoethnography to examine the emotional labor of Wenxi, a raciolinguicized TESOL educator who navigates systemic inequities in a predominantly white post‐secondary education program in the United States. Drawing on digital artworks and narrative reflections created through an arts‐based workshop, the study explores how emotions such as shame, anger, and disheartenment can be mobilized as forms of critical affective literacy. Wenxi's narratives reveal how experiences of native‐speakerism, racial marginalization, power inequality, and institutional feeling rules have shaped her professional identity and emotional struggles. Yet, through art making, these emotions are reframed as resources for critical resistance and reflection. The findings suggest that arts‐based inquiry offers a robust pedagogical approach in teacher education by creating collective spaces where TESOL educators navigate and challenge systemic injustice. By fusing critical affective literacy with arts‐based practices, this study demonstrates the potential of emotional resistance to disrupt normative professional discourses and to foster more equitable, justice‐oriented TESOL pedagogies.
- PaperTESOL Journal7 Jul 2026
Developing Critical Consciousness: Pre‐Service Teachers' Understanding of Racialization and Commitment to Critical Race Praxis
Christian Fallas‐Escobar, Huseyin Uysal
Seven pre-service teachers (PSTs) participated in drawings, reflections, discussions, and interviews to examine how awareness of English learners' racialization shaped their teaching. Findings indicate that recognizing racialization led PSTs to see themselves as agents of critical praxis committed to inclusive classrooms. The study underscores the role of praxis in helping teachers challenge oppressive structures.
Original abstract
This study explores how pre‐service teachers conceptualize their teaching practices in response to their growing awareness of the racialization of English learners in US schools. The study involved seven pre‐service teachers (PSTs) and included drawings, reflection essays, discussion posts from 11 meetings in informal settings, and two focus group interviews. Findings show that by recognizing English learners' racialization, pre‐service teachers started to envision themselves as agents of critical praxis, committed to fostering inclusive learning environments. This study highlights the potential of praxis to helping pre‐service teachers commit to challenging oppressive structures in education.
- PaperDOAJ — ELT & TESOL1 Jul 2026
Reimagining Bilingual Education
Jimena Alviar-rueda, Daniel Rojas-Rodriguez, Leonardo Narváez
This study examined how critical pedagogy influenced pre-service English teachers' understanding of bilingualism and their teaching practices. Through a qualitative case study in Colombia, the authors identified a three-stage transformation in which teachers reconceptualized bilingualism, reimagined ELT practices, and implemented critical pedagogy methods. The findings suggest that dialogic learning and problem-solving tasks can help challenge hegemonic ELT models and promote inclusive, equity-driven language education.
Original abstract
This study explores the influence of Critical Pedagogy (CP) on pre-service English teachers' conceptualizations of bilingualism and pedagogical practices within a Bilingual Education course in Bogotá, Colombia. Traditionally, English Language Teaching (ELT) has been framed through instrumentalist and monoglossic approaches that emphasize language proficiency over critical thinking. Using a qualitative case study approach, data was collected through focus groups, field notes, digital portfolios, and a podcast series. Findings reveal a three-stage transformation: (1) a reconceptualization of bilingualism, (2) a reimagination of ELT practices, and (3) an actual implementation of CP-based methodologies in ELT classes. By fostering dialogic learning and problem-solving tasks, the course enabled pre-service teachers to challenge hegemonic ELT models and advocate for inclusive, equity-driven and culturally-based language education
- PaperLanguage Teaching20 May 2026
When AI speaks too loudly: Rethinking English learning in China’s English language centre
Dan Zhou
The role of AI in English language learning at a Chinese language centre is reexamined, arguing that AI may be too dominant or intrusive.
- PaperELT Journal19 Mar 2026
Social Justice in Language Education: Taking Action, A. Biel and F. Maria Esleben (eds.)
Johanna Ennser-Kananen
This edited volume explores practical approaches to integrating social justice into language education, offering actionable strategies for educators.
- PaperERIC — ELT & TESOL1 Jan 2025
Critical Pedagogy in Adult English Language Teaching: A Scoping Literature Review
Mona Askari, Soheil Behdarvandirad
A scoping literature review maps themes and gaps in critical pedagogy integration in adult English Language Teaching (ELT). Key themes include core concepts, development, rationale, case studies, challenges, and recommendations. The review finds that critical pedagogy offers a transformative approach but faces challenges such as resistance to change and institutional barriers.
Original abstract
This research explores the integration of critical pedagogy in adult English Language Teaching (ELT) settings through a scoping literature review. The purpose is to map existing studies, identify gaps, and provide an overview of critical pedagogy practices in adult ELT settings. The current paper attempts to answer two research questions. (1) What are the main themes discussed in the existing literature regarding the integration of critical pedagogy in adult ELT settings? (2) What areas need further attention for future research? After analyzing the articles, the themes can be categorized as (a) the core concepts of critical pedagogy, (b) the development of critical pedagogy in the field of adult ELT, (c) the rationale for applying critical pedagogy in adult ELT settings, (d) case studies, (e) the challenges of integration of critical pedagogy in adult ELT settings, and (f) recommendations for applying critical pedagogy. The current literature review finds that critical pedagogy offers a transformative approach to ELT, fostering critical thinking, learner empowerment, and inclusion of diverse cultural and ideological backgrounds. Despite its potential, the implementation of critical pedagogy faces challenges, including resistance to pedagogical change, cultural and institutional barriers, and the need for appropriate assessment methods. The study concludes that while critical pedagogy can significantly enhance adult ELT by addressing learners' real-life issues and promoting social justice, its successful implementation requires careful adaptation to local contexts, continuous teacher training, and a gradual integration process. Also, further research is recommended to explore the long-term impacts of critical pedagogy and to develop strategies for overcoming the identified challenges.