A Narrative Inquiry Into Teacher Competency in Social Justice Integration in Turkish High School EFL Settings

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Öğr. Gör. Dr. TUĞÇE KILIÇ

Tez Türü: Doktora

Tezin Yürütüldüğü Kurum: İstanbul Üniversitesi-Cerrahpaşa, Yabancı Diller Yüksek Okulu, Türkiye

Tez Danışmanı: Prof. Dr. Derin Atay

Tezin Onay Tarihi: 2024

Tezin Dili: İngilizce

Desteklendiği Program: Diğer

Özet:

This thesis explores Turkish state high school English teachers’ perceptions of social justice and their integration of social justice education into classroom practices via narrative inquiry. Grounded in Critical Social Theory, the research involved a six-week professional development workshop designed to equip teachers with theoretical and practical tools for embedding social justice themes into EFL instruction. Data were gathered through semi-structured interviews, classroom observations, reflective journals, and informal conversations. Using narrative analysis, findings reveal that while teachers value social justice, challenges such as curriculum constraints and limited resources hinder its implementation. The workshop significantly enhanced teachers’ understanding and practices, emphasizing the need for transformative pedagogies to address diversity and promote equity in EFL classrooms.