Language education for social justice: Reproductions or disruptions through technology

Citation

Yılmaz A & Söğüt S (2022) Language education for social justice: Reproductions or disruptions through technology. Computers and Education, 187, Art. No.: 104535. https://doi.org/10.1016/j.compedu.2022.104535

Abstract
This phenomenological study explored in-service English language teachers' perspectives and lived experiences of integrating technology in their classrooms to teach English for social justice. We used a researcher-developed Survey of Technology in English Language Education for Social Justice (S-TELESJ) to elicit data from 35 in-service English language teachers in Turkey. Employing the phenomenological data analysis procedures, this research revealed polarized results related to the use of technology in the classroom because technology was perceived both to exacerbate and to ameliorate the digital divide and unequal learning opportunities among students. Based on a composite description of the teachers' lived experiences, we found that the integration of technology in the language classroom retools and thus reproduces the educational and social status quo because geographical location, socioeconomic status, mode of implementation, and unclear educational policies continue to pose barriers to technology-driven implementations. However, we also found that technology affords a strong capacity to redesign the language classroom as the ideal context for social justice education, facilitate enhanced instruction on different social injustices, promote social justice awareness along with increased language gains, and engender transformation at individual, societal and global levels. Overall, the reflections of the teachers’ lived experiences and identification of multiple voices from different local settings unfold how certain stances can be produced to promote social justice language teaching.

Keywords
Education; General Computer Science

Journal
Computers and Education: Volume 187