The conceptualization and exploration of socially just teaching: A qualitative study on higher education English professors

This study explored the conceptualization of socially just teaching in higher education. Participants were English language professors who were studied through a qualitative study. The data collected through interviews and memos were analyzed using inductive thematic analysis. Three themes were extracted: a critical stance, a dialogic and emergent curriculum, and ontological turns. The findings indicated that socially just teaching requires foregrounding the questions of being. Furthermore, the findings revealed that socially just teaching necessitates critiquing othering based on essentialist stereotypes through the contextualized teaching which revolves around cultural recognition, political representation, and contextual sensitivity.