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johepal 2026, 7(1): 74-92 |
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Adel S M R, Zahedi Moghaddam S, Mavaddat Kakhki A, Ghelichi M. (2026). Exploring Social Justice Experiences Among Iranian EFL Learners: A Qualitative Phenomenological Study. johepal. 7(1), 74-92. doi:10.66224/johepal.7.1.74
URL: http://johepal.com/article-1-1639-en.html
URL: http://johepal.com/article-1-1639-en.html
Abstract: (118 Views)
This paper looks at the experiences of Iranian English as a Foreign Language (EFL) students in the context of social justice in terms of their education. Using intersectionality as the source of investigation, the research examines how various intersecting factors of gender, ethnicity, class, and context impact the equity and inclusion or discrimination experienced by learners in the EFL classroom. The sample of the study was 13 university students selected purposefully, who participated in semi-structured interviews. The results were interpreted by Interpretive Phenomenological Analysis (IPA), and three key themes were revealed, which include systemic inequities in access and resources, teacher prejudice and discriminatory practices, and fear of retaliation and institutional barriers to justice. The results of the study point to the fact that learners are faced with both structural and interpersonal forms of injustice that are intensified within a specific socio-cultural frame that suppresses the voice of dissent and agency. The study reveals the negative impact of such experiences on the confidence, motivation, and feeling of belonging of learners. The study has theoretical value in how intersectionality works under the conditions of the specific sociopolitical system of Iran, and practical value in how Iran-specific means of instigating educational equity can be achieved despite institutional constraints.
Keywords: Social Justice Education, Iranian EFL Learners, Educational Equity, Phenomenological Research, Intersectionality
Type of Study: Research |
Subject:
Special
Received: 2025/10/20 | Accepted: 2026/03/17 | Published: 2026/03/31
Received: 2025/10/20 | Accepted: 2026/03/17 | Published: 2026/03/31
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