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The conceptualization and exploration of socially just teaching: A qualitative study on higher education English professors
ARTICLE

, Adjunct English Instructor, Iran (Islamic Republic Of) ; , Sharif University of Technology, Iran (Islamic Republic Of)

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study explored the conceptualization of socially just teaching in higher education. Participants were English language professors who were studied through a qualitative study. The data collected through interviews and memos were analyzed using inductive thematic analysis. Three themes were extracted: a critical stance, a dialogic and emergent curriculum, and ontological turns. The findings indicated that socially just teaching requires foregrounding the questions of being. Furthermore, the findings revealed that socially just teaching necessitates critiquing othering based on essentialist stereotypes through the contextualized teaching which revolves around cultural recognition, political representation, and contextual sensitivity.

Citation

Ramezanzadeh, A. & Rezaei, S. (2018). The conceptualization and exploration of socially just teaching: A qualitative study on higher education English professors. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 137-145. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.05.006

Keywords