Abstract
This entry concerns issues of social justice within TESOL internationally, and approaches to building social justice within the TESOL field. Given the broad nature of TESOL and social justice education, there are many different areas that can be discussed both in theory and practice. This entry focuses more on the context of schooling, teachers, students, and classrooms, and issues of pedagogy beyond just the United States. More specifically, it discusses approaches of critical pedagogy, feminist theory, poststructuralism, sociocultural learning, action research, critical literacy, New Literacy Studies, recognition, collaboration, and solidarity. Copyright © 2018 John Wiley & Sons, Inc.
| Original language | English |
|---|---|
| Title of host publication | The TESOL encyclopedia of English language teaching |
| Editors | John I. LIONTAS |
| Place of Publication | Hoboken |
| Publisher | Wiley-Blackwell |
| Pages | 4338-4344 |
| Volume | VII |
| ISBN (Electronic) | 9781118784235 |
| ISBN (Print) | 9781118784228 |
| DOIs | |
| Publication status | Published - Jan 2018 |
Citation
Chang, B. (2018). Social justice. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (Vol. VII, pp. 4338-4344). Hoboken: Wiley-Blackwell.Keywords
- Action research
- Collaboration
- Critical literacy
- Critical pedagogy
- Feminist theory
- New literacy studies
- Poststructuralism
- Recognition
- Sociocultural language studies
- Solidarity