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Critical Pedagogy and Social Justice in EFL: Bridging Language Learning and Empowerment
Abstract
This chapter explores the intersection of critical pedagogy (CP) and social justice in the English as a Foreign Language (EFL) classroom. It examines how EFL instruction, traditionally focused on linguistic competence, can be transformed into a site of empowerment and sociopolitical engagement. By incorporating the principles of CP, educators can challenge hegemonic discourses, foster critical consciousness, and equip students with the linguistic and cognitive tools necessary for advocating social change. This chapter will present theoretical foundations, pedagogical strategies, and case studies that illustrate the potential of a social justice-oriented EFL curriculum. This chapter is grounded in Paulo Freire's concept of critical pedagogy, which views education as a means of social transformation. Additionally, it draws from intersectionality theory (Crenshaw, 1989) to examine how various social identities interact within language learning contexts.
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