The Principles of Critical Social Literacy Approach in the Teaching of English Literature: An Observational Study at Salahaddin University-Erbil
DOI:
https://doi.org/10.21271/zjhs.29.SpC.41Keywords:
Critical Social Literacy, Literature Teaching, Dialogic Pedagogy, Empowerment in Education, Transformative Learning.Abstract
This study explores how English literature instructors at Salahaddin University-Erbil apply principles of Critical Social Literacy in their classes. Rooted in Freire's philosophy, CSL focuses on cultivating critical thinking, open dialogue, empowerment, and transformation. Through structured observations of 16 literature courses, the quantitative research examined implementation of six CSL domains: Relevant, Reflexive, Deconstructive, Dialogic, Empowering and Transformative. Findings suggest instructors frequently facilitated discussion, sometimes empowered students, but rarely modeled reflexivity or fostered transformation. Three barriers hindering CSL adoption were identified. However, results demonstrate promise if instructors receive training and the university reforms policies. With targeted instructional support and reflection, literature classes can become inclusive spaces promoting equity, critical awareness, and social change through CSL's framework.
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Copyright (c) 2025 Harem Qasim Saleem, Ali Mahmoud Jukil
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