Teacher Educators as Justice-Oriented Leaders in Multilingual Higher Education: A Collaborative Dialogic Autoethnographic Study
Social Justice in Education: Educational Leadership and Management, Ufuk Keleş,Burçak Çağla Garipağaoğlu, Editör, IGI Global, Pennsylvania, ss.289-326, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.4018/979-8-3373-6945-7.ch009
- Yayınevi: IGI Global
- Basıldığı Şehir: Pennsylvania
- Sayfa Sayıları: ss.289-326
- Editörler: Ufuk Keleş,Burçak Çağla Garipağaoğlu, Editör
- Anadolu Üniversitesi Adresli: Evet
Özet
This chapter explores the enactment of social justice-oriented leadership within English Language Teacher Education (ELTE). Adopting a critical collaborative dialogic autoethnographic approach, the authors examine how leadership for justice manifests through pedagogical rather than administrative means. The text analyzes how teacher educators navigate institutional and linguistic exclusions, such as native-speakerism and cultural misrecognition, which persist beneath celebratory discourses of internationalization. Through reflexive dialogue, the study theorizes leadership as a relational, ethical, and political practice across micro, meso, and macro levels. Findings suggest that justice-oriented leadership is realized through micro-level decisions; such as reframing student contributions or interrupting exclusionary norms, which carry significant emotional labor. The chapter argues for a grounded understanding of leadership that prioritizes sustained ethical attentiveness and the refusal of quiet erasures in multilingual spaces.