Materials

Workshop resources

This resource package contains the core workshop materials, including presentation slides, activity guidelines, evaluation rubrics, and a lesson plan template for implementing social justice and inclusive pedagogies.

Lesson plans

View a collection of lesson plans designed by participants. These practical examples address social justice themes by applying theories of intersectionality and inclusive pedagogy in the language classroom.

Material evaluations and adaptations

Explore exemplary textbook evaluations and adaptations created by participants. These examples demonstrate how to critically analyse and redesign existing materials through an inclusive, social justice-oriented lens.

External Resources

Scholarly Publications

Engagement in Social Justice

  • Azzarito, L. (2023). Visual methods for social justice in education. Palgrave Macmillan.
  • Boal, A. (2002). Games for actors and non-actors (A. Jackson, Trans.). Routledge. (Original work published 1992).
  • Boal, A. (2008). Theatre of the oppressed (C. A. McBride, M. L. McBride, & E. Fryer, Trans.). Pluto Press. (Original work published 1974).
  • Brenner, L. S., Ceraso, C., & Diaz Cruz, E. (Eds.). (2021). Applied theatre with youth: Education, engagement, activism. Routledge.
  • Fenton, P., Ocasio-Stoutenburg, L., & Harry, B. (2017). The Power of parent engagement: Sociocultural considerations in the quest for equity. Theory Into Practice, 56(3), 214–225. https://doi.org/10.1080/00405841.2017.1355686
  • Strunk, K. K., & Locke, L. A. (Eds.). (2019). Research methods for social justice and equity in education. Palgrave Macmillan.
  • Tillmann, L. M., Norsworthy, K., & Schoen, S. (2022). Mindful activism: Autoethnographies of social justice communication for campus and community transformation. Routledge.
Social Justice and Ageism

Social Justice and Gender

  • Martin, J. L., Nickels, A. E., & Sharp-Grier, M. (Eds.). (2017). Feminist pedagogy, practice, and activism: Improving lives for girls and women. Routledge.
Social Justice and Immigration

  • Sengupta, E., & Blessinger, P. (Eds.). (2019). Language, teaching and pedagogy for refugee education. Emerald Publishing.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. State University of New York Press.
Social Justice and Language

  • Avineri, N., & Baquedano-López, P. (2024). An introduction to language and social justice: What is, what has been, and what could be. Routledge.
  • Avineri, N., Graham, L. R., Johnson, E. J., Conley Riner, R., & Rosa, J. (Eds.). (2018). Language and social justice in practice. Routledge.
  • Gazzola, M., Templin, T., & Wickström, B.-A. (Eds.). (2018). Language policy and linguistic justice: Economic, philosophical and sociolinguistic approaches. Springer.
  • Orelus, P. W., & Chomsky, N. (2014). On language, democracy, and social justice: Noam Chomsky’s critical intervention. Peter Lang.
  • Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford University Press.
  • Reagan, T. (2019). Linguistic legitimacy and social justice. Palgrave Macmillan.
  • Riley, K. C., Perley, B. C., & García-Sánchez, I. M. (Eds.). (2024). Language and social justice: Global perspectives. Bloomsbury Academic.
  • Saft, S. (2021). Language and social justice in context: Hawai’i as a case study. Palgrave Macmillan.
  • Schreiber, B. R., Lee, E., Johnson, J. T., & Fahim, N. (Eds.). (2022). Linguistic justice on campus: Pedagogy and advocacy for multilingual students. Multilingual Matters.
Social Justice and (Language) Education

  • Boyd, A. S. (2017). Social justice literacies in the English classroom: Teaching practice in action. Teachers College Press.
  • Breen, P., & le Roux, M. (Eds.). (2024). Social justice in EAP and ELT contexts: Global higher education perspectives. Bloomsbury Academic.
  • Giri, R. A., Padwad, A., & Kabir, M.M.N. (Eds.). (2023). English as a medium of instruction in South Asia: Issues in equity and social justice. Routledge.
  • Glynn, C., Wesely, P., & Wassell, B. (2014). Words and actions: Teaching languages through the lens of social justice. The American Council on the Teaching of Foreign Languages.
  • Hird, D. (Ed.). (2023). Critical pedagogies for modern languages education: Criticality, decolonization, and social justice. Bloomsbury Academic.
  • Khan, R., Bashir, A., Basu, B. L., & Uddin, M. E. (Eds.). (2022). Local research and glocal perspectives in English language teaching: Teaching in changing times. Springer. 
  • Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action, and transformation. Edinburgh University Press.
  • Osborn, T. A. (2006). Teaching world languages for social justice: A sourcebook of principles and practices. Lawrence Erlbaum Associates.
  • Porto, M. (Ed.). (2022). From critical literacy to critical pedagogy in English language teaching: Using teacher-made materials in difficult contexts. Springer.
  • Reagan, T. G., & Osborn, T. A. (2020). World language education as critical pedagogy: The promise of social justice. Routledge.
  • Skutnabb-Kangas, T., Phillipson, R., Mohanty, A. K., & Panda, M. (Eds.). (2009). Social justice through multilingual education. Multilingual Matters.
  • Venet, A. S. (2024). Equity-centered trauma-informed education. Routledge.
Social Justice and Racism

  • Kubota, R. (2019). Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712–732. https://doi.org/10.1093/applin/amz033
Social Justice and Technology

  • Alm, A., & Watanabe, Y. (2023). Integrating ChatGPT in Language Education – A Freirean Perspective. Iranian Journal of Language Teaching Research, 11(3 (Special Issue)), 19–30. https://doi.org/10.30466/ijltr.2023.121404
  • Bannister, P., Santamaría-Urbieta, A., & Alcalde-Peñalver, E. (2023). A Delphi study on generative artificial intelligence and english medium instruction assessment: Implications for social justice. Iranian Journal of Language Teaching Research, 11(3 (Special Issue)), 53–80. https://doi.org/10.30466/ijltr.2023.121406
  • Gleason, J., & Suvorov, R. (2019). Promoting social justice with CALL. CALICO Journal, 36(1), i–vii. https://doi.org/10.1558/cj.37162
  • Marcovitz, D. M. (2022). The intersection of social justice and educational technology: The educational technology social justice matrix. Education and Information Technologies, 27, 5129–5151. https://doi.org/10.1007/s10639-021-10828-1
  • Marx, S., & Kim, Y. (2019). Technology for equity and social justice in education: Introduction to the special issue. International Journal of Multicultural Education, 21(1), 1–4. https://doi.org/10.18251/ijme.v21i1.1939
  • Montelongo, R., & Eaton, P. W. (2020). Online learning for social justice and inclusion: The role of technological tools in graduate student learning. International Journal of Information and Learning Technology, 37(1/2), 33–45. https://doi.org/10.1108/IJILT-11-2018-0135
  • Ortaçtepe Hart, D. (2023). Creating anti-oppressive digital spaces for social justice language education. TESOL Journal, 57(1), 285–297. https://doi.org/10.1002/tesq.3180
  • Papendieck, A. (2018). Technology for equity and social justice in education: A critical issue overview. Texas Education Review, 6(1), 1–9. http://dx.doi.org/10.15781/T2891278V
  • Ragnedda, M., & Muschert, G. W. (Eds.). (2013). The digital divide: The internet and social inequality in international perspective. Routledge.
  • Rahmati, T., & Nushi, M. (2023). EFL teachers’ knowledge, beliefs, and practices regarding fairness and justice in technology-enhanced classroom assessment: A duoethnography. Iranian Journal of Language Teaching Research, 11(3 (Special Issue)), 31–52. https://doi.org/10.30466/ijltr.2023.121405
  • Reynolds, R. (2021). [Review of the book The digital divide, by J. van Dijk]. Journal of the Association for Information Science and Technology, 72(1), 136–138. https://doi.org/10.1002/asi.24355
  • Sadeghi, K., & Pourbahram, R. (2023). Social justice in technology-mediated second language education: A systematic review. Iranian Journal of Language Teaching Research, 11(3 (Special Issue)), 81–97. https://doi.org/10.30466/ijltr.2023.121407
  • Sims, C. (2017). Disruptive fixation: School reform and the pitfalls of techno-idealism. Princeton University Press.
  • van Dijk, J. (2005). The deepening divide: Inequality in the information society. SAGE Publications.
  • van Dijk, J. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4–5), 221-235. https://doi.org/10.1016/j.poetic.2006.05.004
  • van Dijk, J. (2017). Digital divide: Impact of access. In P. Rössler, C. A. Hoffner, & L. van Zoonen (Eds.), The international encyclopedia of media effects. https://doi.org/10.1002/9781118783764.wbieme0043
  • van Dijk, J., & Hacker, K. (2000, June 15). The digital divide as a complex and dynamic phenomenon [Paper presentation]. The 50th Annual Conference of the International Communication Association, Acapulco.
  • Wang, Y., & Stockwell, G. (2023). Social justice and technology in second language education. Iranian Journal of Language Teaching Research, 11(3 (Special Issue)), 1-18. https://doi.org/10.30466/ijltr.2023.121403
  • Yılmaz, A., & Söğüt, S. (2022). Language education for social justice: Reproductions or disruptions through technology. Computers & Education, 187, 104535. https://doi.org/10.1016/j.compedu.2022.104535
Social Justice (Language) Teacher Education

  • Adams, M., Bell, L. A., Goodman, D. J., & Joshi, K. Y. (Eds.). (2016). Teaching for diversity and social justice (3rd ed.). Routledge.
  • Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., & Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, 61(3), 237–247. https://doi.org/10.1177/0022487109354521
  • Banegas, D. L. (Ed.). (2020). Content knowledge in English language teacher education: International experiences. Bloomsbury Academic.
  • Barnawi, O., & Ahmed, A. (Eds.). (2021). TESOL teacher education in a transnational world: Turning challenges into innovative prospects. Routledge.
  • Browne, S., & Jean-Marie, G. (Eds.). (2022). Reconceptualizing social justice in teacher education: Moving to anti-racist pedagogy. Palgrave Macmillan.
  • Godley, A. J., & Reaser, J. (2018). Critical language pedagogy: Interrogating language, dialects, and power in teacher education. Peter Lang.
  • Gray, J., & Morton, T. (2018). Social interaction and English language teacher identity. Edinburgh University Press.
  • Hawkins, M. (Ed.). (2011). Social justice language teacher education. Multilingual Matters.
  • Huber, A. (2021). Communicating social justice in teacher education: Insights from a critical classroom ethnography. Routledge.
  • Keengwe, J. (2017). Handbook of research on promoting cross-cultural competence and social justice in teacher education. IGI Global.
  • Kumashiro, K. K. (2009). Against common sense: Teaching and learning toward social justice (2nd ed.). Taylor and Francis.
  • Panagiotopoulou, J. A., Rosen, L., & Strzykala, J. (Eds.). (2020). Inclusion, education and translanguaging: How to promote social justice in (teacher) education? Springer VS.
  • Ranieri, M., Pellegrini, M., Menichetti, L., Roffi, A., & Luzzi, D. (Eds.). (2022). Social justice, media and technology in teacher education: 27th ATEE Spring Conference, ATEE 2021 Florence, Italy, October 28–29, 2021 revised selected papers. Springer.
  • Robertson, E. (2008). Teacher education in a democratic society. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education enduring questions in changing contexts (3rd ed., pp. 27–44). Routledge.  
  • Selvi. A. F., & Kocaman, C. (2024). International perspectives on critical English language teacher education: Theory and practice. Bloomsbury Academic.
  • Tarrayo, V. N. (2025). Intersectionality in language teacher education: a systematic literature review. Language, Culture and Curriculum, 1–17. https://doi.org/10.1080/07908318.2025.2469537
  • Yazan, B., & Rudolph, N. (Eds.). (2018). Criticality, teacher identity, and (in)equity in English language teaching: Issues and implications. Springer.

Professional Organisations

BAAL – Language and Education for Social Justice (LESJ) SIG

ELINET – Language and Social Justice (LSJ) Strand

Theme by the University of Stirling