The pursuit of equity and social justice in higher education demands pedagogical approaches that transcend Western-centric traditions and legitimise diverse cultural epistemologies. This study examines Culturally Responsive Teaching (CRT) specifically in the Indonesian EFL context and intends to examine CRT as a pedago...
In Nepal's multilingual and multicultural context, teaching English poses distinct challenges and opportunities. Teachers are central to ensuring effective English language learning, but their potential is often undermined by inadequate training, poor infrastructure, and mismatched national policies that fail to consid...
In South African multilingual classrooms, assessment remains constrained by monolingual English frameworks, creating a systemic contradiction with additive bilingualism policies. This qualitative study explores how pre-service teachers navigate this contradiction and argues that they are often socialized into a “pedago...
This research shows that the integration of neo-humanistic principles and local knowledge turns digital English language teaching into a full learning experience beyond the simple mastery of the language.
Language plays a pivotal role in shaping educational access, participation, and success, particularly in multilingual societies where the language of instruction often determines learners' opportunities for academic achievement and social mobility. In Nigeria, the National Policy on Education advocates the use of the m...
This article critically examines the field of social studies education in the Latin American context, marked by structural inequalities, colonial legacies, and persistent sociopolitical tensions. From a theoretical-reflective perspective, it analyzes the epistemological foundations, pedagogical approaches, and politica...
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