Crossing the River by Feeling the Stones: Understanding and Integrating Social Justice in Chinese Language Class

Abstract

Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chinese language teachers to not only reflect on their emotions but also actively incorporate social justice in their curriculum and instruction. Yet, research on social justice in Chinese language classrooms is scarce. Building on recent work on teacher agency, this study investigated 10 Chinese language teachers, originally from mainland China and Taiwan, about their understandings and practices of social justice in their teaching. Findings identified 3 major dimensions that influenced their understandings and practicesnamely, community, curriculum, and, more importantly, culture. (Re)shaping their understandings and adapting pedagogical skills were ongoing processes through which the teachers experienced complex feelings, support, and challenges; nonetheless, they drew on their agency to embed social justice in their teaching, manifested through (a) centering social justice topics in curriculum and instruction, and (b) creating a justice-oriented environment. This study explored social justice in the landscape of Chinese language education and provides implications for teaching and teacher education.

Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study

“…In addition, participants identified contextual constraints related to their role as course coordinators, including time, textbooks, emotional bandwidth, and instructor buy‐in. These findings are consistent with previous research on teachers' conceptualizations of social justice in language education, which identified affordances and constraints related to students, instructional contexts, and curriculum (Kong, 2022; Reagan et al, 2016; Wassell et al, 2019). Previous research also underscored the multidimensional nature of teachers' conceptualizations, which include, among other things, diversity, inclusiveness, respect, social responsibility, identity, and deep engagement with course content (Baggett, 2022; Kong, 2022; Leiva et al, 2021; Reagan et al, 2016).…”

“…Indeed, the study participants "pursued, interacted with, and sought empowerment in these structures in an agentic manner, yet their agency was constrained by the structures as well, in a clear dialectic between structure and agency" (Wassell et al, 2019, p. 277). Kong (2022) also identified elements that supported and constrained 10 K-16 Chinese teachers' perceptions of social justice in language education. Analysis of semistructured interviews from a multiple case study showed that community (e.g., school, colleagues, students, and society), curriculum, and culture (e.g., values, beliefs, and background) influenced Chinese teachers' understanding of and agency to integrate social justice in their classrooms.…”

“…Kong (2022) also identified elements that supported and constrained 10 K‐16 Chinese teachers' perceptions of social justice in language education. Analysis of semistructured interviews from a multiple case study showed that community (e.g., school, colleagues, students, and society), curriculum, and culture (e.g., values, beliefs, and background) influenced Chinese teachers' understanding of and agency to integrate social justice in their classrooms.…”

Contemporary Social Forces Reform the Curriculum Leadership

“…Compared to that, the voice of the emerging anti-Asian hate is overall moderate. Recently in [37], teachers tried their efforts to integrate social justice for Black and Asian people into their curriculum. Even though this integration was only conducted in the Chinese classes for foreigners, it was still a pioneering trial.…”