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The qualitative descriptive study investigates the views of 20 ESL instructors teaching in a foreign languages preparatory school. Using a topics list and a semi-structured interview guide, the research finds limited classroom use of participatory activities, with instructors avoiding negotiation of sociopolitical issues due to perceived risks. Despite this, participants largely endorse applying the approach in English language education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-pedagogy-and-socio-political-issues-in-language-teaching-views-from-turkey/600197/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-pedagogy-and-socio-political-issues-in-language-teaching-views-from-turkey/600197.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of critical pedagogy in language teaching?","Question",{"text":112,"@type":113},"It aims to raise sociopolitical issues and emancipate teachers and learners from power-centric ideas through a critical stance toward political and social practices in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the study find about instructors’ use of the participatory approach?",{"text":117,"@type":113},"Participants hardly used the participatory approach in classroom settings and rarely negotiated sociopolitical issues, mainly because they considered these topics risky in Turkey’s sociopolitical context.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do instructors think participatory discussion can be risky in Turkey?",{"text":121,"@type":113},"They believed that engaging sociopolitical topics could create danger or difficulty within Turkey’s sociopolitical environment, which led them to avoid negotiation in class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600197,1792161709,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>| Critical Pedagogy and Socio-Political Issues in Language Teaching: Views from Turkey |\n| --- | --- |\n\nEser Ordem, Adana Alparslan Turkes Science and Technology University Omer Gokhan Ulum, Mersin University  \nAbstract  \nPost-method era has been hailed in second language teaching, although a few practitioners have been able to use the tenets of critical pedagogy. Critical pedagogy aims to raise sociopolitical issues to emancipate both teachers and learners from power-centric ideas. The practical use of critical pedagogy has been the participatory approach that intends to discuss socio-political topics on the agenda. This study aimed to investigate the views of Second Language (ESL) instructors (N=20) teaching English in a preparatory school of foreign languages regarding the use of participatory approach. The study was qualitative and descriptive in nature. This study used two data collection tools composed of a list of topics and a semi-structured interview form. The results show that the participants hardly used the participatory approach and barely negotiated socio-political issues in classroom settings since they thought that these topics could be risky to discuss in the socio-political context of Turkey. However, almost all of them ideally believed that this approach should be applied in English language education.  \nKeywords: critical pedagogy; socio-political issues; participatory approach; transformation  \nIntroduction  \nPower and power relations are not epiphenomenal, secondary or by-product of humanities (Newman, 2001). Rather, power is a central issue in critical pedagogy and related disciplines that entail developing a critical perspective towards a political or social movement, an idea, ideological and hegemonic practices (Newman, 2001). Critical pedagogy in language teaching holds radical ideas and concepts that aim to emancipate individuals from traditional and dogmatic thinking by criticizing power relations and political issues in education (Freire, 2000; Giroux, 1998; Storey, 2015) . Although various teaching approaches and methods that have been fruitful in many ways in that they have produced pivotal implications abound in language teaching, the methods in post-method era have been hardly used in this discipline. The history of these methods and approaches dates back to 1950s and 1960s when post-structuralism arose in sociology and philosophy (Inglehart & Welzel, 2005; Thornbury, 2013) . Thus, critical pedagogy has a strong theoretical background inhumanities. However, language teaching has long ignored its tenets and applications in classroom settings, although some progress has been experienced in recent years. One of the threats to the use of critical pedagogy has been neoliberalism that can be defined as a set of practices that minimize the power and effect of the state and maximize the power and autonomy of individuals that  \nare often conceptualized as entrepreneurs and those who responsible for their own choices in the market (Braverman, 1974; Block & Gray, 2016; Harvey, 2005; Mirowski, 2013) . Therefore, neoliberalism uses all kinds of tools to find room to commodify any entity in language teaching as well by showing itself as a default or conventional system and discourse that entails decoding and deconstruction. Thus, it can be said that the rise of neoliberalism in 1980s has also, to some extent, prevented the use of critical pedagogy in second language education (Giroux, 1981, 1984; Philipson, 1992; Skutnabb-Kangas, 2000) .  \nOne of the specific methods developed as result of discussions in the context of critical pedagogy is participatory approach which recommends that political and social issues need to be discussed in second language education (Auerbach, 1995, 2001;Berlin, 2005; Freire, 2000) Since textbooks and curricula frame and manipulate minds of learners, teachers and administrators inline with the tenets of neoliberalism, the use of participatory approach have been often discard","cbCaig8ZOogPKSJH","https://ap.wps.com/l/cbCaig8ZOogPKSJH","pdf",253860,15,"English","# Introduction\n## Power and power relations in critical pedagogy\n## Neoliberalism and constraints on classroom practice\n## Participatory approach as a method\n# Critical Pedagogy in Language Teaching","[{\"question\":\"What is the goal of critical pedagogy in language teaching?\",\"answer\":\"It aims to raise sociopolitical issues and emancipate teachers and learners from power-centric ideas through a critical stance toward political and social practices in education.\"},{\"question\":\"What did the study find about instructors’ use of the participatory approach?\",\"answer\":\"Participants hardly used the participatory approach in classroom settings and rarely negotiated sociopolitical issues, mainly because they considered these topics risky in Turkey’s sociopolitical context.\"},{\"question\":\"Why do instructors think participatory discussion can be risky in Turkey?\",\"answer\":\"They believed that engaging sociopolitical topics could create danger or difficulty within Turkey’s sociopolitical environment, which led them to avoid negotiation in class.\"}]","Critical Pedagogy and Socio-Political Issues in Language Teaching: Views from Turkey | PDF",1792090219,38]