Integrating social justice-oriented content into English for Academic Purposes (eap) instruction: a case study

Document Outline

• Integrating social justice-oriented content into English for Academic Purposes (EAP) instruction: A case study
  • 1. Introduction
    • 1.1. TESOL as a border site for settler colonialism, discrimination, and whiteness
    • 1.2. Avoidance of ideological content in English for Academic Purposes
    • 1.3. Critical English Language Teaching
    • 1.4. Research questions
  • 2. Methods
    • 2.1. Theoretical framing
      • 2.1.1. Social Justice Pedagogy (SJP)
      • 2.1.2. Case study
    • 2.2. Participants and research context
    • 2.3. Data collection
    • 2.4. Data sources and materials
    • 2.5. Data analysis
    • 2.6. Researcher positionality
  • 3. Results
    • 3.1. Evolving understandings of racial injustice
      • 3.1.1. “I didn't know racism was so serious here.”
      • 3.1.2. “Maybe having more leaders could be better.”
      • 3.1.3. Critical lenses of authorship
    • 3.2. Taking the stance of the “other”
      • 3.2.1. “I started to realize I have never think about racism while I was in China.”
    • 3.3. Adopting activist stances
      • 3.3.1. “We need to focus on the neighbor's house that is on fire. It is burning.”
      • 3.3.2. “We need organization and coordination… The movement will have more power to change the system”
  • 4. Discussion and next steps
  • 5. Conclusion
  • Declaration of competing interest
  • Appendix A
  • References