English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Framed within the theory and practice of social justice in English language teacher education (ELTE), the aim of this study was to foster pre-service teachers’ awareness of social justice principles, issues and practices by taking part in a service learning experience during their higher education studies in a non-governmental organisation located on the outskirts of La Plata city in Argentina. In collaboration with their university tutors, three pre-service teachers taught workshops using intercultural literature in English during 2017–2018 for underserved children in the NGO. Data comprise four reflection logs written by each teacher candidate during 2017–2020, analysed using content analysis. Findings show the significance of providing an experientially grounded sense of social justice education. The study illustrates pre-service teachers’ journeys toward social justice grounded in field work beyond the level of rhetoric. It also tests current perspectives on social justice in a South American setting, as work done on this basis has focused almost exclusively on Africa. Implications for ELTE and education in general are discussed.

Experientially grounded praxis of social justice language education: pre-service teachers of English engage in field work in an Argentine NGO