A critical literacy class: beyond English learning and teaching in Higher Education

Abstract This article aims at analyzing the introduction of Critical Literacy as a transformative teaching approach in an English language teaching setting at tertiary level in Turkey. Applying a Freirian understanding of education, the method sought to tap the sociopolitical consciousness brought into the classroom by students and teachers and co-construct knowledge collectively while contributing to identity formation and social transformation. Both learners and teachers were encouraged to relate the curriculum to their own diverse experiences and to analyze broader social issues that are relevant to their lives and to wider contexts. Consequently, such issues as curriculum, language teaching and learning environment, materials and language policies were scrutinized from a critical perspective as part of the language learning and teaching process taking place in the classroom. The findings of this research provide significant insights for language learning and teaching praxis and show how Critical Literacy as a teaching method can contribute to the creation of more meaningful and supportive learning environments in classrooms and suggest empowering interactions among the actors involved.