Akademik Veri Yönetim Sistemi
4th International Language-for-All Conference, Gaziantep, Türkiye, 16 - 17 Ekim 2025, ss.1, (Özet Bildiri)
Educational inequities and social exclusion continue to pose significant challenges in schools around the world. Marginalized students, in particular, often reported to encounter barriers that undermine their social-emotional well-being and academic achievement (Bademci, Karadayı & Vural, 2006). In response to growing concerns, teachers are increasingly called upon to serve as agents of change (Pantić, 2015). However, there is limited understanding of how teachers can exercise agency for social justice to address these disparities and promote inclusion in education. Moreover, empirical research on the challenges that teachers encounter while exercising their agency for social justice remains scarce in EFL contexts—especially in non-Western settings where linguistic and sociocultural inequalities are deeply rooted (Leal & Crookes, 2018; Norton & De Costa, 2018). To this end, this study investigates how English as a Foreign Language (EFL) teachers in secondary schools perceive their roles as agents of social justice, with a particular focus on their practices and the challenges they face when working with marginalized learners. To gain a comprehensive view of their actions, Retrodictive Qualitative Modeling were used with the participation of four teachers. To analyse data, thematic analysis was conducted using MAXQDA. Findings revealed a range of socially responsive teaching practices, such as using culturally inclusive materials, differentiated instruction considering various students’ needs, and student empowerment strategies. Participants also reported significant barriers, including institutional constraints, lack of professional development, and sociocultural resistance. The findings offer practical implications for teacher education, policymaking, and school leadership.