‘Women, Life, Freedom’: a value-laden account of Iranian English language teachers’ identity construction through critical language pedagogy
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this study, we report on the experiences of Iranian English language teachers after the domestic Women, Life, Freedom social movement. We situate the study within a critical language pedagogy perspective, and draw on a framework with the three-pronged values of liberty, equality, and community to explore how this social movement, which subsequently earned global renown, shaped our participant teachers’ identity construction. Data were collected from narrative frames, semi-structured interviews, and the teachers’ Instagram pages. Data analysis revealed that across the three aforementioned values, the movement motivated the teachers to exercise praxis in relation to developing students’ awareness of suppressive ideologies, tackling gender inequality, promoting diversity and inclusion, educating social action, and fostering emotional attachment to on the ground social movements. Such actions, in turn, (re)structured the teachers’ identities in becoming more freedom-seeking, caring, diversity- and inclusion- promoting, and solidarity-following and hopeful teachers. We provide implications for teachers to draw on their collective care and potentials to build communities of practice that aim to better enact praxis at personal and interpersonal levels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.043 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it