Critical literacy in practice: Teacher–researcher negotiation in an Indonesian EFL teacher education program

Abstract

Critical literacy is widely recognised for its role in fostering analytical thinking and empowering learners to engage with the complexities of contemporary society. However, its integration into classroom practice often exposes tensions between theoretical ideals and the realities of local educational contexts. Informed by Bhabha's (1994) theory of the third space and the negotiation frameworks (Comber, 2001; Vasquez, 2004; Vasquez et al., 2013), this study investigates how these tensions are navigated within an Indonesian English as a Foreign Language (EFL) teacher education program, focusing on a Teaching of English to Young Learners (TEYL) unit. The research draws on in-depth interviews,..