Indonesian EFL teachers’ cognitions and practices related to social justice
The implementation of critical pedagogy has not been well addressed, especially that viewed from the teacher cognition perspective. This project hence aims to study the cognitions and practices related to critical pedagogy by investigating the integration of social justice by high-school English tea...
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Indonesia
2020-10-01
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| Series: | Indonesian Journal of Applied Linguistics |
| Subjects: | |
| Online Access: | https://ejournal.upi.edu/index.php/IJAL/article/view/28614 |
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| author | Margaretha Sulistyowardani Joseph Ernest Mambu Athriyana Santye Pattiwael |
| author_facet | Margaretha Sulistyowardani Joseph Ernest Mambu Athriyana Santye Pattiwael |
| author_sort | Margaretha Sulistyowardani |
| collection | DOAJ |
| description | The implementation of critical pedagogy has not been well addressed, especially that viewed from the teacher cognition perspective. This project hence aims to study the cognitions and practices related to critical pedagogy by investigating the integration of social justice by high-school English teachers in Indonesia. Two participants who claimed to be critical pedagogy practitioners were interviewed and observed. Interviews were done before and after the class observation. Pre-observation interviews were done in order to identify teachers’ cognition and track factors contributing to the integration of social justice in the ELT classroom. Meanwhile, the post-observation interviews were performed to seek for clarification in relation to the congruence and incongruence between the cognitions and the real practices. Participants’ schooling experience, curriculum demand, and personal beliefs seem to play a major role in the integration of social justice in class. However, incongruence was also recognized between their stated cognition and real practices. |
| format | Article |
| id | doaj-art-db77d7df101b4a11a456dc6bf1346951 |
| institution | DOAJ |
| issn | 2301-9468 2502-6747 |
| language | English |
| publishDate | 2020-10-01 |
| publisher | Universitas Pendidikan Indonesia |
| record_format | Article |
| series | Indonesian Journal of Applied Linguistics |
| spelling | doaj-art-db77d7df101b4a11a456dc6bf13469512025-08-20T03:01:30ZengUniversitas Pendidikan IndonesiaIndonesian Journal of Applied Linguistics2301-94682502-67472020-10-0110242043310.17509/ijal.v10i2.2861413237Indonesian EFL teachers’ cognitions and practices related to social justiceMargaretha Sulistyowardani0Joseph Ernest Mambu1Athriyana Santye Pattiwael2Faculty of Language and Arts, Universitas Kristen Satya WacanaFaculty of Language and Arts, Universitas Kristen Satya WacanaFaculty of Humanity and Social Sciences, Universitas Kristen Krida WacanaThe implementation of critical pedagogy has not been well addressed, especially that viewed from the teacher cognition perspective. This project hence aims to study the cognitions and practices related to critical pedagogy by investigating the integration of social justice by high-school English teachers in Indonesia. Two participants who claimed to be critical pedagogy practitioners were interviewed and observed. Interviews were done before and after the class observation. Pre-observation interviews were done in order to identify teachers’ cognition and track factors contributing to the integration of social justice in the ELT classroom. Meanwhile, the post-observation interviews were performed to seek for clarification in relation to the congruence and incongruence between the cognitions and the real practices. Participants’ schooling experience, curriculum demand, and personal beliefs seem to play a major role in the integration of social justice in class. However, incongruence was also recognized between their stated cognition and real practices.https://ejournal.upi.edu/index.php/IJAL/article/view/28614critical pedagogysocial justice in eltteacher cognition |
| spellingShingle | Margaretha Sulistyowardani Joseph Ernest Mambu Athriyana Santye Pattiwael Indonesian EFL teachers’ cognitions and practices related to social justice Indonesian Journal of Applied Linguistics critical pedagogy social justice in elt teacher cognition |
| title | Indonesian EFL teachers’ cognitions and practices related to social justice |
| title_full | Indonesian EFL teachers’ cognitions and practices related to social justice |
| title_fullStr | Indonesian EFL teachers’ cognitions and practices related to social justice |
| title_full_unstemmed | Indonesian EFL teachers’ cognitions and practices related to social justice |
| title_short | Indonesian EFL teachers’ cognitions and practices related to social justice |
| title_sort | indonesian efl teachers cognitions and practices related to social justice |
| topic | critical pedagogy social justice in elt teacher cognition |
| url | https://ejournal.upi.edu/index.php/IJAL/article/view/28614 |
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