330
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances

& ORCID Icon
Received 20 Jul 2023, Accepted 25 Mar 2024, Published online: 10 Apr 2024

References

  • Akayoğlu, S., Uzum, B., & Yazan, B. (2022). Supporting teachers’ engagement in pedagogies of social justice (STEPS): Collaborative project between five universities in Turkey and the USA. Focus on ELT Journal, 4(1), 7–27. https://doi.org/10.14744/felt.2022.4.1.2
  • Applebaum, B. (2009). Is teaching for social justice a “liberal bias”? Teachers College Record: The Voice of Scholarship in Education, 111(2), 376–408. https://doi.org/10.1177/016146810911100204
  • Azzopardi, C. (2022). Gendered attributions of blame and failure to protect in child welfare responses to sexual abuse: A feminist critical discourse analysis. Violence Against Women, 28(6-7), 1631–1658. https://doi.org/10.1177/10778012211024263
  • Balbay, S. (2019). Enhancing critical awareness through socratic pedagogy. Eurasian Journal of Applied Linguistics, 5(3), 515–536. https://doi.org/10.32601/ejal.651348
  • Boyd, A. S. (2017). Social justice literacies in the English classroom. Teachers College Press.
  • Boyd, A. S., & Glazier, J. A. (2017). The choreography of conversation: An exploration of collaboration and difficult discussions in cross disciplinary teacher discourse communities. The High School Journal, 100(2), 130–145. https://doi.org/10.1353/hsj.2017.0003
  • Cassar, C., Oosterheert, I., & Meijer, P. C.. (2021). The classroom in turmoil: Teachers’ perspective on unplanned controversial issues in the classroom. In C. J. Craig, J. Mena, & R. G. Kane (Eds.), Approaches to Teaching and Teacher Education (pp. 125–133). Emerald Publishing.
  • Cotton, D. R. E. (2006). Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational Research, 48(2), 223–241. https://doi.org/10.1080/00131880600732306
  • Cowan, P., & Maitles, H. (2012). Preface and framework. In P. Cowan, & H. Maitles (Eds.), Teaching controversial issues in the classroom: Key issues and debates (pp. 1–12). Continuum.
  • Efe, İ. (2019). A corpus-driven analysis of representations of Syrian asylum seekers in the Turkish press 2011–2016. Discourse & Communication, 13(1), 48–67. https://doi.org/10.1177/1750481318801624
  • Erdoğan, A., & Erdoğan, M. M. (2020). Syrian university students in turkish higher education: Immediate vulnerabilities, future challenges for the European higher education area. In A. Curaj, L. Deca, & R. Pricopie (Eds.), European higher education area: Challenges for a new decade (pp. 229–252). Springer.
  • Fairclough, N. (2001). Language and power. Routledge.
  • Flores, N., & Rosa, J. (2019). Bringing race into second language acquisition. The Modern Language Journal, 103(1), 145–151. https://doi.org/10.1111/modl.12523
  • Freire, P. (2005). Pedagogy of the oppressed (30th Anniversary Ed.). Continuum.
  • Ghahremani Ghajar, S., & Mirhosseini, S. A. (2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language Culture and Curriculum, 18(3), 286–299.
  • Granger, K., & Gerlach, D. (2023, early view). Critical feminist pedagogy in English language education: An action research project on the implementation of feminist views in a German secondary school. TESOL Quarterly.
  • Gray, J. (Ed.). (2013). Critical perspectives on language teaching materials. Palgrave Macmillan.
  • Hand, M., & Levinson, R. (2012). Discussing controversial issues in the classroom. Educational Philosophy and Theory, 44(6), 614–629. https://doi.org/10.1111/j.1469-5812.2010.00732.x
  • Hess, D. E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory & Research in Social Education, 30(1), 10–41. https://doi.org/10.1080/00933104.2002.10473177
  • Hess, D. E., & Avery, P. G. (2008). Discussion of controversial issues as a form and goal of democratic education. In J. Arthur, I. Davies, & C. Hann (Eds.), The SAGE handbook of education for citizenship and democracy (pp. 505–518). SAGE.
  • Huang, S. (2012). The integration of ‘critical’ and ‘literacy’ education in the EFL curriculum: Expanding the possibilities of critical writing practices. Language, Culture and Curriculum, 25(3), 283–298. https://doi.org/10.1080/07908318.2012.723715
  • Human Rights Watch. (2023). Interview: How Turkey’s failure to protect women can cost them their lives. https://www.hrw.org/news/2022/05/26/interview-how-turkeys-failure-protect-women-can-cost-them-their-lives
  • Jones, J. (2013). Modern foreign languages as an inclusive learning opportunity: Changing policies, practices and identities in the languages classroom. In E. V. Beltran, C. Abbott, & J. Janos (Eds.), Inclusive language education and digital technology (pp. 3–30). Multilingual Matters.
  • Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching, 22(1), 35–53. https://doi.org/10.1080/13540602.2015.1023027
  • Kim, S., Carvalho, J. P., & Davis, A. G. (2010). Talking about poverty: News framing of who is responsible for causing and fixing the problem. J&MC, 87(3/4), 563–581.
  • Kubota, R. (2015). Race and language learning in multicultural Canada: Towards critical antiracism. Journal of Multilingual and Multicultural Development, 36(1), 3–12. https://doi.org/10.1080/01434632.2014.892497
  • Kubota, R. (2016). Critical content-based instruction in the foreign language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–212). Routledge.
  • Luke, A. (2018). Critical literacy, schooling and social justice: The selected works of Allan Luke. Routledge.
  • Norton, B., & Pavlenko, A. (2004). Addressing gender in the ESL/EFL classroom. TESOL Quarterly, 38(3), 504–514. https://doi.org/10.2307/3588351
  • O’Malley, B. (2021). Turkish academics in the era of Erdogan. In J. A. Douglass (Ed.), Neo-nationalism and universities: Populists, autocrats, and the future of higher education (pp. 141–160). Johns Hopkins University Press.
  • Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action and transformation. Edinburgh University Press.
  • Ortaçtepe Hart, D., & Burhan-Horasanlı, E. (2023). Neo-nationalism and Turkish higher education: A phenomenological case study on a multilingual scholar’s identity (re)construction. Studies in Higher Education, https://doi.org/10.1080/03075079.2023.2268127
  • Ortega, Y. (2021). Transformative pedagogies for English teaching: Teachers and students building social justice together. Applied Linguistics, 42(6), 1144–1115. https://doi.org/10.1093/applin/amab033
  • Pace, J. (2022). Learning to teach controversial issues in a divided society adaptive appropriation of pedagogical tools. Democracy & Education, 30(1), 1–11.
  • Reagan, T. (2016). Language teachers in foreign territory: A call for a critical pedagogy-infused curriculum. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 173–191). Routledge.
  • Risager, K. (2018). Representations of the world in language textbooks. Multilingual Matters.
  • Şanal, M., & Özkaynak, O. (2023). Raising multilingual learners’ awareness of social justice through translanguaging pedagogy. Focus on ELT Journal, 5(2), 1–20.
  • Social Justice in ELT. (2022). http://www.socialjusticeinelt.com/
  • United Nations, the Refugee Agency. (2023). Refugees and Asylum Seekers in Turkey. https://www.unhcr.org/tr/en/refugees-and-asylum-seekers-in-turkey
  • Wodak, R., & Meyer, M. (Eds.). (2009). Methods of critical discourse analysis (2nd ed). Sage.
  • Wong, W., & Ortega, Y. (2023, early view). Addressing anti-black racism in English language teaching: Experiences from duoethnography research. TESOL Quarterly.
  • Yazan, B., Turnbull, J., Uzum, B., & Akaoglu, S. (2023). Neo-Nationalist discourses and teacher identity tensions in a telecollaboration for teachers of minoritized language learners in Turkiye. TESOL Quarterly, 57(3), 775–803. https://doi.org/10.1002/tesq.3245
  • Yılmaz, A., Ortaçtepe Hart, D., & Çelik, S. (forthcoming). Social justice teacher education in Türkiye: Language teachers as agents of change. In A. N. Warren, & N. A. Ward (Eds.), Exploring activism in language teaching and language teacher education. Bloomsbury.
  • Yılmaz, A., Ortaçtepe Hart, D., & Durmus, R. I. (forthcoming). Social justice language teacher education in türkiye: Insights from an EFL writing classroom. In A. F. Selvi, & C. Kocaman (Eds.), International perspectives on critical language teacher education: Theory and practice (pp. 33–40). Bloomsbury.
  • Zembylas, A. K. (2019). Critical human rights education: Advancing social-justice-oriented educational praxes. Springer.
  • Zorba, M. G. (2020). Personal and professional readiness of in-service teachers of English for culturally responsive teaching. Eurasian Journal of Educational Research, 88, 41–66.