Qualitative case study reveals how educators integrate social justice into less commonly taught language curricula, highlighting professional development needs for critical pedagogy.
Key Points
To investigate how experienced postsecondary instructors of less commonly taught languages conceptualize and implement social justice curricula.
Qualitative case study of three experienced postsecondary language educators teaching intermediate-level Chinese, Russian, and Turkish (N=3).
Participants designed and enacted intermediate-level social justice curricular units, which were evaluated across five established domains of teacher knowledge for social justice educators.
Participants conceptualized social justice within language pedagogy as an impactful, complex practice that centrally focuses on diversity.
Identified distinct contextual affordances and structural constraints that influence instructors' capacity to implement critical pedagogies in less commonly taught language settings.