An ecological exploration of the intersection between English language teachers’ agency and social justice instruction

Abstract

Although recent research on both agency and social justice has paid attention to the role of these constructs in teachers’ professionalism, the scope of research on how language teachers’ agency and social justice intersect is limited. Drawing on an ecological perspective that captured teachers’ temporal and spatial perceptions, and how structural forces shape teacher agency, we explored agency and social justice among Iranian English language teachers. Data were collected from open-ended questionnaires, narrative frames, and semi-structured interviews. The analysis of the data revealed that teachers used their personal histories and experiences, present sense-making processes, and future-oriented perspectives as agentive tools to promote social justice in their educational practices. The findings also showed that teachers used the affordances of their educational setting as a tool for fostering students’ criticality and activism. The study concludes with a discussion of implications for teacher educators in how to build on agency in teacher education courses to develop understandings of social justice.