Masum Billah :
Social justice means not only a concept but a philosophical approach or a mindset seeking the treatment of all people with fairness, respect, dignity, and generosity.
Teaching for social justice may mean setting the stage for justice in the classroom by welcoming all linguistic and cultural backgrounds in the classroom.
The world where we live in is rooted in social injustice in terms of race, ethnicity, disability, age, appearance, sexual orientation and geographic location; English teachers need to play a pioneering role to develop their social responsibility, critical thinking and consciousness as well as commitment to lifelong learning.
They should grab English teaching as an opportunity to teach both language and humanity and undergo the effort to make this planet a suitable place for living for all.
They should start the practice from the class.
Incorporating these real-world issues into the classroom will surely increase students’ interest and help them understand the authentic linguistic context of what they observe around them.
These issues provide them with the tools to analyze power dynamics in the world and nourish within them the seeds of respect and advocacy. We should remember that social justice is not something that is seen in a vacuum, but more real and practical. It will generate conditions to allow students to exercise their civil rights and promote new leadership to strengthen societies.
We can expect to improve our societies with teachers endowed with a clear role as social actors and intercultural agents of change. The power of language in the construction and struggle against such social evils as discrimination, injustice and domination should be untapped as a means to social transformation.
Using social justice issues in the classroom will generate conditions to allow students to exercise their civil rights and promote new leadership to strengthen societies.
Social justice in education evidences how economical-political power, and social-class privileges cause structural inequity as well as ways to foster equity for everybody through social and political actions. within the context of education. Social injustice can take many forms.
It permeates various aspects of our lives, from systemic discrimination in education and employment opportunities to prejudice and bias in social interactions. Societal norms, biases, and stereotypes are crucial in perpetuating social injustice.
Prejudice and discrimination based on race, gender, religion, sexual orientation, and other factors can result in the exclusion and marginalisation of individuals and communities.
Economic factors such as globalisation and neoliberal policies have contributed to the widening wealth gap between the rich and the poor. The prioritisation of profit maximisation often comes at the expense of workers’ rights, leading to exploitative labour practices and income disparities.
These economic disparities further exacerbate social injustice, as marginalised communities are disproportionately affected by these exploitative practices. These biases are deeply ingrained in society and can manifest in various forms, including systemic racism, sexism, homophobia, and xenophobia.
Our students come to the EFL classroom with information they see and observe around them and we as English teachers can take that opportunity to develop their critical thinking and analytical skills.
Students bring up observations based on their experiences, such as riding the bus, or walking down the street or using rickshaws or facing traffic congestion. Teachers can easily ask them what they have noticed, but did not quite understand, why traffic jam happens, what might be its possible solutions etc.
As teachers, we definitely need to make sure all students have the right to participate in the class, by accommodating students with disabilities and making safe and positive spaces for all kinds of learners. Even though we that teaching English in the context of Bangladesh encounters numerous issues some of which are cooperating but many of which are hindering to the process.
That is why, teaching and learning English in Bangladesh demand some considerations into the incorporation of the lessons on social justice not only for the academic excellence of the learners but also for ingraining among them the senses of equality, fraternity, tolerance, kindness, empathy, confidence and all the good attributes that are imperative for bringing positive changes into the classrooms as well as the community.
Recently, teaching for inclusion, equity and diversity has become the norm in language education. Language teachers play a crucial role in addressing social justice issues within the classroom by integrating critical pedagogies and fostering a culture of care. Their involvement not only enhances language learning but also empowers students to engage with societal challenges.
However, social injustice extends beyond individual acts of discrimination. It is deeply rooted in social structures and institutions that perpetuate inequality. For example, the gender pay gap, where women earn less than men for the same work, is a systemic social injustice affecting women’s economic empowerment and overall well-being.
The roots of social injustice can be traced back through history. From slavery and colonization to segregation and apartheid, societies have been impacted by deeply entrenched inequalities and systemic oppression.
Understanding the historical context of social injustice is crucial for recognizing its lasting impact and formulating effective solutions.
Social injustice is a pervasive problem that affects millions of individuals and communities worldwide. It stems from various interconnected factors, each contributing to the systemic inequalities that persist in society.
By understanding and addressing these causes, we can work towards creating a more equitable and just world and here teachers particularly English teachers should play a significant role.
(The writer is president, English Teachers’ Association of Bangladesh).