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Language education workshops: formative research practices towards social justice?
The language education field has been dominated by Eurocentric perspectives that perpetuate inequalities and discrimination, affecting both educational policies and practices. An investigation is proposed to examine the language incubators in a public university, seeking to understand how they influence research training from a social justice perspective. Interviews with teachers and students revealed three categories: formative co-construction and horizontality in seedbed practices, the manifestation of social injustice in these practices, and how some members counteract these dynamics with a hopeful vision of transformation. This study highlights the need to rethink and reform language educational practices to promote equity and inclusion, recognizing cultural and linguistic diversity in the teaching learning process.
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