Teaching Social Justice in English for Academic Purposes Classrooms: Perspectives from Turkish Universities Enseñanza de la justicia social en aulas universitarias de inglés académico: perspectivas de universidades turcas

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Özkaynak O., ŞANAL M., Arslan Z.

Profile: Issues in Teachers' Professional Development, cilt.28, sa.2, ss.103-118, 2026 (ESCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 28 Sayı: 2
  • Basım Tarihi: 2026
  • Doi Numarası: 10.15446/profile.v28n2.120998
  • Dergi Adı: Profile: Issues in Teachers' Professional Development
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Directory of Open Access Journals, DIALNET, MLA International Bibliography, Latin America & Iberia Database (ProQuest), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO), Linguistics Collection (ProQuest)
  • Sayfa Sayıları: ss.103-118
  • Anahtar Kelimeler: critical pedagogy, English for academic purposes, higher education, inglés con fines académicos, justicia social, Palabras clave: educación superior, pedagogía crítica, social justice, Turquía, Türkiye
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This multiple-case study explores how university-level English for academic purposes instructors conceptualize and implement social justice pedagogy in the Turkish higher education context. The research questions focus on how four instructors define social justice, translate it into classroom practice, and navigate related challenges. Data were collected through semi-structured interviews and analyzed through interpretive coding. Findings revealed a spectrum of pedagogical approaches ranging from proactive critical integration to reactive avoidance, shaped by the instructors’ theoretical backgrounds and institutional constraints. The study concludes that effective social justice pedagogy in English for academic purposes requires both individual teacher commitment and systematic institutional support that addresses the complex political nature of language teaching.