‘Women, Life, Freedom’: a value-laden account of Iranian English language teachers’ identity construction through critical language pedagogy
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.018 | 0.052 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".