What question did this study set out to answer?

To examine how secondary school English language teachers and student teachers conceptualise social justice and enact social justice pedagogy within their classrooms.

October 4, 2024Teachers and TeachingOpen Access

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

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Authors

DBDarío Luis Banegas FSFabiana Sacchi MMMaría Gimena San Martin

Discussion

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Overview

Collaborative action research demonstrates context-dependent social justice enactment among secondary language teachers, highlighting tensions between relevance and political controversy.

Key Points

To examine how secondary school English language teachers and student teachers conceptualise social justice and enact social justice pedagogy within their classrooms.
Conducted a collaborative action research study in state secondary schools in Argentina.
Collected qualitative data via teacher interviews, classroom observations, and teaching artefacts, including lesson plans and custom worksheets.
Analysed textual and observational data using qualitative content analysis.
Participants oriented their enactment of social justice pedagogy around the principle of relevance, resulting in situated, highly context-dependent, and student-centred classroom practices.
Engaging with themes perceived as politically sensitive or controversial created professional friction, requiring teachers to negotiate tensions between educational relevance and balanced representation.

Cite This Study

Banegas et al. (2024) studied this question.

synapsesocial.com/papers/6a101ccdd8c5cf602efdafcf https://doi.org/10.1080/13540602.2024.2411957

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October 4, 2024Teachers and TeachingOpen Access

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

View Full Paper

Ask AI

Bookmark

Authors

DBDarío Luis Banegas FSFabiana Sacchi MMMaría Gimena San Martin

Discussion

Member takes

Overview

Collaborative action research demonstrates context-dependent social justice enactment among secondary language teachers, highlighting tensions between relevance and political controversy.

Key Points

To examine how secondary school English language teachers and student teachers conceptualise social justice and enact social justice pedagogy within their classrooms.
Conducted a collaborative action research study in state secondary schools in Argentina.
Collected qualitative data via teacher interviews, classroom observations, and teaching artefacts, including lesson plans and custom worksheets.
Analysed textual and observational data using qualitative content analysis.
Participants oriented their enactment of social justice pedagogy around the principle of relevance, resulting in situated, highly context-dependent, and student-centred classroom practices.
Engaging with themes perceived as politically sensitive or controversial created professional friction, requiring teachers to negotiate tensions between educational relevance and balanced representation.

Cite This Study

Banegas et al. (2024) studied this question.

synapsesocial.com/papers/6a101ccdd8c5cf602efdafcf https://doi.org/10.1080/13540602.2024.2411957

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