It Takes a Group to Design but a Larger Community to Implement: Social Justice
Language Education-Oriented Framework in Costa Rica
Se Necesita un grupo para diseñar, pero una comunidad más grande para implementar:
marco orientado a la educación en lenguaje de justicia social en Costa Rica
Roberto Rojas-Alfaro
Salt Lake Community College, Salt Lake City, United States of America
roberto.rojas-alfaro@slcc.edu
https://orcid.org/0000-0003-1600-4578
Natalia Ramirez-Casalvolone
Universidad de Costa Rica, San Ramón, Costa Rica
nataliaeugenia.ramirez@ucr.ac.cr
https://orcid.org/0000-0002-0767-7175
Fecha de recepción: 05-5-2024
Fecha de aceptación: 27-08-2024
Abstract
While social justice education (SJE) is increasingly recognized as educationally essential for students’
academic and personal success, its full integration into K-12 education continues to face barriers,
including resistance to discussing certain SJE topics. Using group interviews with five regional-
and two national-level English-as-a-foreign-language (EFL) advisers tasked with leadership and
curriculum advocacy in Costa Rica, this study explored their responses to proposed SJE-themed
curriculum materials for online and offline education. Findings include concerns around the practical
challenges of adding tasks to already-overburdened teachers’ workloads, aligning curricula with
mandated educational benchmarks, and apprehension about introducing certain SJE topics, especially
around sexuality and socioeconomic status. Recommendations include leadership support for
focused SJE implementation and increased stakeholder input around developing and navigating
real or anticipated SJE resistance in certain social sectors and refining proposed SJE materials to
meet educational mandates without adding to teacher workloads.
Keywords: social justice, teaching materials, educational advisers, educational policy.
Resumen
Mientras que la educación para la justicia social (EJS) es cada vez más reconocida como esencial para
el éxito académico y personal de los estudiantes, su plena integración en la educación K-12 sigue
enfrentando obstáculos, incluida la resistencia a la discusión de ciertos temas de EJS. Utilizando
entrevistas grupales con cinco personas consejeras de inglés como lengua extranjera (ELE) a nivel
regional y dos a nivel nacional, encargadas de liderar y defender el currículo en Costa Rica, este
estudio exploró sus respuestas respecto a materiales curriculares temáticos de EJS propuestos
para la educación en línea y presencial. Los hallazgos incluyen preocupaciones sobre los desafíos
prácticos de agregar tareas a la ya extenuante carga de trabajo de las personas docentes, la
alineación del currículo a las metas educativas establecidas y la aprensión sobre la introducción
de ciertos temas de EJS, especialmente en torno a la sexualidad y el estatus socioeconómico. Entre
las recomendaciones se incluyen el apoyo de las autoridades para una implementación enfocada
en la EJS y la retroalimentación continua de las partes interesadas en torno al desarrollo al igual
que la comprensión de la resistencia existente o anticipada a la EJS en ciertos sectores sociales y
Universidad de Costa Rica - Sede de Occidente
Revista Pensamiento Actual - Vol. 24 - No. 43 2024
ISSN Impreso: 1409-0112 ISSN Electrónico 2215-3586
Período Diciembre 2024- Mayo 2025 Educación y Lengua 115115. - 131. DOI 10.15517/pa.v24i43.62865 Roberto Rojas-Alfaro, Natalia Ramirez-Casalvolone
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente116
ray, 2011), and practicing self-reflection (Araujo &
Strasser, 2003; Knowles & Hadley, 2024). The idea
that the two goals of academic achievement and the
development of social identity are independent ob-
jectives in education is a misconception that must
be actively resisted (Rojas-Alfaro & Montenegro
Sánchez, 2024). As Murray (2011) notes, a school-
wide discourse that seeks to inform social justice
would benefit from focusing on “how instructional
practice, curricular decisions, materials, and class-
room routines connect to children’s family, commu-
nity, and cultural roots” (p. 62). Providing teachers
with time to engage in these conversations can help
unveil institutional practices that either support
or undermine equity and impact children’s social
identity development and academic success.
Subject-specific teachers can contribute signifi-
cantly to this goal by incorporating SJE-oriented
teaching and materials development (Glas, Catalán,
Donner, & Donoso, 2021; McCoy, 2012). Anti-bias,
culturally responsive teaching approaches across
disciplines are indispensable for teachers and ed-
ucational leaders who seek social justice in school
systems (Acosta et al., 2024; Ladson-Billings, 1994).
Particularly in bilingual literacy education for
grades 1-6, regardless of student diversity levels,
a crucial opportunity exists for embedding social
justice goals within young English-language learn-
ers’ (ELLs) reading instruction (Araujo & Strasser,
2003; Moene, 2022). This study aims at discussing
and potentially redesign SJE-oriented teaching ma-
terials for such classrooms.
Specifically, it explores how EFL advisers in
Costa Rica can perceive SJE curricular materials
to support bilingual literacy development in grade
1-6 English-language learners (ELLs). It uses qual-
itative group interviews to explore responses to
proposed storybook-format SJE-themed curriculum
materials and suggestions for improvement. This
1. Introduction
Social justice education (SJE)—defined as a “con-
scious and reflexive blend of content and process
intended to enhance equity across multiple social
identity groups, foster critical perspectives, and
promote social action” (Carlisle, Jackson, & George,
2006, p. 57)—is becoming increasingly recognized
as a priority and prerequisite for academic and so-
cial-emotional successes for all students (Hymel
& Katz, 2019). This includes calls for SJE-sensitive
professional development and changes to curricu-
lum and materials development for (1) pre-service
teachers (Ankomah, 2020; Cirik, 2015; Le Roux &
Mdunge, 2012; Lucas & Milligan, 2019; Lynskey,
2015; McCoy, 2012; Storms, 2013), (2) in service
teachers (Brochin, 2019; Garran, Kang, & Fraser,
2014; Hymel & Katz, 2019; Jacott, Maldonado, Sainz
et al., 2014; Rowan, Bourke, L’Estrange et al., 2021),
and (3) school leaders (Huchting & Bickett, 2021;
Mullen, 2008).
Classroom offerings specifically addressing so-
cial justice issues and diversity—although at times
challenging for educators and students alike (Mur-
ray, 2011; Ruffin, 2020)—can provide a brave space
(Arao & Clemens, 2013; Rambiritch, 2024) for all stu-
dents, teachers and others involved in the education
process to engage in discussions that foster anti-rac-
ist, anti-bias, and anti-oppressive mindsets, chal-
lenge privilege and power, and promote more just,
equal, and inclusive environments where all people
thrive socially while still learning subject-specific
content (Araujo & Strasser, 2003; Hymel & Katz,
2019; Woodley, Hernandez, Parra, & Negash, 2017).
Investing in SJE is necessary for change to occur
despite challenges when implementing such curric-
ula (Acosta et al., 2024; Carlisle et al., 2006). These
challenges include enduring moments of discomfort,
engaging in open discourse, advocating for SJE (Mur-
la adaptación de los materiales de EJS propuestos para cumplir con los requerimientos educativos
sin aumentar la carga de trabajo de las personas docentes.
Palabras clave: justicia social, material didáctico, consejeros de educación, política educacional.
ray, 2011), and practicing self-reflection (Araujo &
Strasser, 2003; Knowles & Hadley, 2024). The idea
that the two goals of academic achievement and the
development of social identity are independent ob-
jectives in education is a misconception that must
be actively resisted (Rojas-Alfaro & Montenegro
Sánchez, 2024). As Murray (2011) notes, a school-
wide discourse that seeks to inform social justice
would benefit from focusing on “how instructional
practice, curricular decisions, materials, and class-
room routines connect to children’s family, commu-
nity, and cultural roots” (p. 62). Providing teachers
with time to engage in these conversations can help
unveil institutional practices that either support
or undermine equity and impact children’s social
identity development and academic success.
Subject-specific teachers can contribute signifi-
cantly to this goal by incorporating SJE-oriented
teaching and materials development (Glas, Catalán,
Donner, & Donoso, 2021; McCoy, 2012). Anti-bias,
culturally responsive teaching approaches across
disciplines are indispensable for teachers and ed-
ucational leaders who seek social justice in school
systems (Acosta et al., 2024; Ladson-Billings, 1994).
Particularly in bilingual literacy education for
grades 1-6, regardless of student diversity levels,
a crucial opportunity exists for embedding social
justice goals within young English-language learn-
ers’ (ELLs) reading instruction (Araujo & Strasser,
2003; Moene, 2022). This study aims at discussing
and potentially redesign SJE-oriented teaching ma-
terials for such classrooms.
Specifically, it explores how EFL advisers in
Costa Rica can perceive SJE curricular materials
to support bilingual literacy development in grade
1-6 English-language learners (ELLs). It uses qual-
itative group interviews to explore responses to
proposed storybook-format SJE-themed curriculum
materials and suggestions for improvement. This
1. Introduction
Social justice education (SJE)—defined as a “con-
scious and reflexive blend of content and process
intended to enhance equity across multiple social
identity groups, foster critical perspectives, and
promote social action” (Carlisle, Jackson, & George,
2006, p. 57)—is becoming increasingly recognized
as a priority and prerequisite for academic and so-
cial-emotional successes for all students (Hymel
& Katz, 2019). This includes calls for SJE-sensitive
professional development and changes to curricu-
lum and materials development for (1) pre-service
teachers (Ankomah, 2020; Cirik, 2015; Le Roux &
Mdunge, 2012; Lucas & Milligan, 2019; Lynskey,
2015; McCoy, 2012; Storms, 2013), (2) in service
teachers (Brochin, 2019; Garran, Kang, & Fraser,
2014; Hymel & Katz, 2019; Jacott, Maldonado, Sainz
et al., 2014; Rowan, Bourke, L’Estrange et al., 2021),
and (3) school leaders (Huchting & Bickett, 2021;
Mullen, 2008).
Classroom offerings specifically addressing so-
cial justice issues and diversity—although at times
challenging for educators and students alike (Mur-
ray, 2011; Ruffin, 2020)—can provide a brave space
(Arao & Clemens, 2013; Rambiritch, 2024) for all stu-
dents, teachers and others involved in the education
process to engage in discussions that foster anti-rac-
ist, anti-bias, and anti-oppressive mindsets, chal-
lenge privilege and power, and promote more just,
equal, and inclusive environments where all people
thrive socially while still learning subject-specific
content (Araujo & Strasser, 2003; Hymel & Katz,
2019; Woodley, Hernandez, Parra, & Negash, 2017).
Investing in SJE is necessary for change to occur
despite challenges when implementing such curric-
ula (Acosta et al., 2024; Carlisle et al., 2006). These
challenges include enduring moments of discomfort,
engaging in open discourse, advocating for SJE (Mur-
la adaptación de los materiales de EJS propuestos para cumplir con los requerimientos educativos
sin aumentar la carga de trabajo de las personas docentes.
Palabras clave: justicia social, material didáctico, consejeros de educación, política educacional.
117Educación
EFL demographic is important because of their role
overseeing EFL teachers, assessing and strategical-
ly implementing curricula, and doing educational
research.
2. Literature Review
2.1 Social justice education in bilingual
education programs
While SJE research in Costa Rica started slowly
from the 1990s onward (Locke, 2009; Silva, Slater,
Gorosave et al., 2017; Slater, Gorosave, Silva et al.,
2017), recognition of SJE as prerequisite for academ-
ic and socio-emotional success generally (Hymel &
Katz, 2019) now prompts calls for curricula that
celebrate SJE-related diversity and foster anti-bias
classroom environments (Araujo & Strasser, 2003;
Derman-Sparks & Edwards, 2021; Hymel & Katz,
2019). This has redoubled significance when cultur-
ally and linguistically diverse groups of students are
present (Acosta et al., 2024; Woodley et al., 2017).
While such environments can increase students’
self-esteem and feelings of self-worth, promote the
values of tolerance and respect for all, and thus po-
tentially grow closer as a community at large, they
also increase the likelihood of academic, especial-
ly in early K-12 EFL instruction (Tedick & Wesely,
2015). This again demonstrates the co-implication
of academic and identity attainment in education.
Grades 1 to 6 school teachers play a significant
role in this task. Derman-Sparks and Edwards
(2021) highlight that children have already begun
to develop their social identity and discover other
groups by age 4. For Araujo and Strasser (2003),
“teachers should move themselves and their children
from a level of awareness to tolerance for diversity
to celebrating diversity” (p. 180). Brochin (2019)
adds that “without explicitly connecting more gen-
eral issues of inequity and social justice to [for ex-
ample] gender expression and sexuality, bilingual
and multicultural education can potentially make
the mistake of encouraging teachers to become ad-
vocates for some marginalized groups while inad-
vertently silencing others” (pp. 81-82).
Teachers’ diversity commitments must include
affirmation, solidarity, critique, and continued ex-
ploration and discussion of students’ and teachers’
values as a regular practice embedded within the
curriculum (Araujo & Strasser, 2003; Acosta et al.,
2024). This is not some set-aside period of the class-
room (otherwise taking time away from other edu-
cational activities) but an integrated and continuous
activity that occurs ad hoc as occasions arise. At
root, this simply involves fostering mutual respect
among everyone present, but such conversations are
especially relevant for confronting existing prejudic-
es in schools. Derman-Sparks and Edwards (2021)
suggest that teachers actively attend to children’s
developing perceptions and feelings about their
identities and those of others to “foster their ability
to gain accurate knowledge, … develop self-esteem,
[and] … counter misinformation, unease, or hurtful
ideas about members of various racialized groups”
(p. 37). As they note, “Diversity does not cause prej-
udice, nor does children noticing and talking about
differences, as some adults fear” (p. 37; c.f., Crary,
1992). Solidarity and allyship between colleagues,
school administrators, and like-minded parents also
is critical if social justice education is to move be-
yond surface-level effects (Brochin, 2019; Murray,
2011; Ryan & Hermann-Wilmarth, 2018).
2.2 Storybooks as teaching resources
While teachers are not necessarily prepared,
trained, or know how to approach teachable mo-
ments that arise spontaneously and unplanned in
classrooms, they also do not need to wait for them
to happen in order to include them in their every-
day planning (Acosta et al., 2024; Derman-Sparks
& Edwards, 2021). In particular, storybooks—i.e.,
digital or printed media containing a story or col-
lection of stories intended for children—afford a
ready resource for teachers to engage children in
meaningful activities around critically confront-
ing prejudice and celebrating diversity. Araujo and
Strasser (2003) advise teachers to use a range of
materials (including picture books) that reflect
“children, adults, and diverse family configura-
tions of various racial and ethnic makeup engaged
EFL demographic is important because of their role
overseeing EFL teachers, assessing and strategical-
ly implementing curricula, and doing educational
research.
2. Literature Review
2.1 Social justice education in bilingual
education programs
While SJE research in Costa Rica started slowly
from the 1990s onward (Locke, 2009; Silva, Slater,
Gorosave et al., 2017; Slater, Gorosave, Silva et al.,
2017), recognition of SJE as prerequisite for academ-
ic and socio-emotional success generally (Hymel &
Katz, 2019) now prompts calls for curricula that
celebrate SJE-related diversity and foster anti-bias
classroom environments (Araujo & Strasser, 2003;
Derman-Sparks & Edwards, 2021; Hymel & Katz,
2019). This has redoubled significance when cultur-
ally and linguistically diverse groups of students are
present (Acosta et al., 2024; Woodley et al., 2017).
While such environments can increase students’
self-esteem and feelings of self-worth, promote the
values of tolerance and respect for all, and thus po-
tentially grow closer as a community at large, they
also increase the likelihood of academic, especial-
ly in early K-12 EFL instruction (Tedick & Wesely,
2015). This again demonstrates the co-implication
of academic and identity attainment in education.
Grades 1 to 6 school teachers play a significant
role in this task. Derman-Sparks and Edwards
(2021) highlight that children have already begun
to develop their social identity and discover other
groups by age 4. For Araujo and Strasser (2003),
“teachers should move themselves and their children
from a level of awareness to tolerance for diversity
to celebrating diversity” (p. 180). Brochin (2019)
adds that “without explicitly connecting more gen-
eral issues of inequity and social justice to [for ex-
ample] gender expression and sexuality, bilingual
and multicultural education can potentially make
the mistake of encouraging teachers to become ad-
vocates for some marginalized groups while inad-
vertently silencing others” (pp. 81-82).
Teachers’ diversity commitments must include
affirmation, solidarity, critique, and continued ex-
ploration and discussion of students’ and teachers’
values as a regular practice embedded within the
curriculum (Araujo & Strasser, 2003; Acosta et al.,
2024). This is not some set-aside period of the class-
room (otherwise taking time away from other edu-
cational activities) but an integrated and continuous
activity that occurs ad hoc as occasions arise. At
root, this simply involves fostering mutual respect
among everyone present, but such conversations are
especially relevant for confronting existing prejudic-
es in schools. Derman-Sparks and Edwards (2021)
suggest that teachers actively attend to children’s
developing perceptions and feelings about their
identities and those of others to “foster their ability
to gain accurate knowledge, … develop self-esteem,
[and] … counter misinformation, unease, or hurtful
ideas about members of various racialized groups”
(p. 37). As they note, “Diversity does not cause prej-
udice, nor does children noticing and talking about
differences, as some adults fear” (p. 37; c.f., Crary,
1992). Solidarity and allyship between colleagues,
school administrators, and like-minded parents also
is critical if social justice education is to move be-
yond surface-level effects (Brochin, 2019; Murray,
2011; Ryan & Hermann-Wilmarth, 2018).
2.2 Storybooks as teaching resources
While teachers are not necessarily prepared,
trained, or know how to approach teachable mo-
ments that arise spontaneously and unplanned in
classrooms, they also do not need to wait for them
to happen in order to include them in their every-
day planning (Acosta et al., 2024; Derman-Sparks
& Edwards, 2021). In particular, storybooks—i.e.,
digital or printed media containing a story or col-
lection of stories intended for children—afford a
ready resource for teachers to engage children in
meaningful activities around critically confront-
ing prejudice and celebrating diversity. Araujo and
Strasser (2003) advise teachers to use a range of
materials (including picture books) that reflect
“children, adults, and diverse family configura-
tions of various racial and ethnic makeup engaged
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente118
2.3 A social justice education-oriented
framework
This study is grounded in the idea that SJE in
school curricula helps educate all students, but its
advocacy requires stakeholders not to be afraid
of seemingly difficult conversations (Le Roux &
Mdunge, 2012) that arise as teachable moments (Der-
man-Sparks & Edwards, 2021) inside and outside
of the classroom. Such situations have their most
substantial classroom effects where teachers—sup-
ported by a school network of advisers, colleagues,
parents, and administrators—can immediately in-
tervene for the well-being and education of students
(both on- and offline), especially those from mar-
ginalized groups (Hymel & Katz, 2019; Montenegro
Sánchez & Rojas-Alfaro, 2025).
Toward this end, understanding the responses
of EFL instructional stakeholders’ (including the
regional and national advisers in this study) to
the use of SJE-themed materials becomes crucial
because they serve as gatekeepers for reaching
teachers and students who eventually will benefit
from these teaching materials and teacher devel-
opment opportunities that foster bilingual literacy
skill development and SJE mindsets. Accordingly,
this study’s emphasis on curricular integration of
SJE-related issues around difference and identity
has a particular urgency in a post-pandemic time,
when many students are being further marginal-
ized (by limited access to online participation and
digital knowledge). By committing to SJE, education
takes a step forward when it unveils critical social
justice issues that deserve (and require) discussion
in school settings at all levels.
Such discussions go beyond traditional social
justice models in bilingual literacy education and
teacher education programs, where the benchmarks
of tolerance and cultural acceptance of others (Arau-
jo & Strasser, 2003; Knowles & Hadley, 2024) can
ignore, overlook, or bracket out students’ intersec-
tional identities (Brochin, 2019). To note this is not
a denigration of the values of tolerance and cultural
acceptance but a recognition that more is still re-
in non-stereotypical gender activities … [and] …
people doing jobs in and out of home, and engaged
in various recreational activities, depicting diversity
in family styles” (p. 181).
Derman-Sparks and Edwards (2021) suggest
that teachers compose (and assess the quality of)
materials that make racial and cultural diversi-
ty visible. Introducing children to literature that
speaks to diversity in multiple ways at an early age
can allow them, for example, to “learn about gender
diversity and … dismantle gender-based bullying
before it starts” (Brochin, 2019, p. 86). Composing
storybooks that facilitate content, promote social
justice, and bring students’ stories to the core of
the curriculum allows teachers to draw from four
sources for anti-bias stories: (1) issues that emerge
from children’s daily lives, (2) events that are cur-
rently happening in the world, (3) information that
the teacher wants children to have, and (4) history
(Derman-Sparks, 1989, in Araujo & Strasser, 2003).
While such storytelling allows issues of diversi-
ty to be addressed directly or indirectly (Araujo &
Strasser, 2003), Hess (2021) also cautions against
using storytelling that “reduces humans to objects
to accomplish an agenda” as this can re-inscribe op-
pression for minoritized groups (p. 81) or majority
groups as well. She proposes using counter-stories,
such as testimonies, which allow tellers (e.g., teach-
ers) to question dominant understandings while
facilitating “minoritized groups [to] retain agency
and control of the story” (p. 78). Such storybooks or
testimonies become not only a catalyst and “vehi-
cle for the children to explore their ethnic identity”
(Araujo & Strasser, 2003, p. 182) but also a voice for
teacher connections with their students (regardless
of background differences). Again, the fundamen-
tal issue here is a presumably unobjectionable ex-
pectation of mutual respect around identity for all
present. As Derman-Sparks and Edwards (2021) put
it, anti-bias teachers should purposefully and enthu-
siastically “integrate the message into the daily life
of their classroom that people of every racialized
identity [among others] are valuable and deserve
caring and fairness” (p. 38).
2.3 A social justice education-oriented
framework
This study is grounded in the idea that SJE in
school curricula helps educate all students, but its
advocacy requires stakeholders not to be afraid
of seemingly difficult conversations (Le Roux &
Mdunge, 2012) that arise as teachable moments (Der-
man-Sparks & Edwards, 2021) inside and outside
of the classroom. Such situations have their most
substantial classroom effects where teachers—sup-
ported by a school network of advisers, colleagues,
parents, and administrators—can immediately in-
tervene for the well-being and education of students
(both on- and offline), especially those from mar-
ginalized groups (Hymel & Katz, 2019; Montenegro
Sánchez & Rojas-Alfaro, 2025).
Toward this end, understanding the responses
of EFL instructional stakeholders’ (including the
regional and national advisers in this study) to
the use of SJE-themed materials becomes crucial
because they serve as gatekeepers for reaching
teachers and students who eventually will benefit
from these teaching materials and teacher devel-
opment opportunities that foster bilingual literacy
skill development and SJE mindsets. Accordingly,
this study’s emphasis on curricular integration of
SJE-related issues around difference and identity
has a particular urgency in a post-pandemic time,
when many students are being further marginal-
ized (by limited access to online participation and
digital knowledge). By committing to SJE, education
takes a step forward when it unveils critical social
justice issues that deserve (and require) discussion
in school settings at all levels.
Such discussions go beyond traditional social
justice models in bilingual literacy education and
teacher education programs, where the benchmarks
of tolerance and cultural acceptance of others (Arau-
jo & Strasser, 2003; Knowles & Hadley, 2024) can
ignore, overlook, or bracket out students’ intersec-
tional identities (Brochin, 2019). To note this is not
a denigration of the values of tolerance and cultural
acceptance but a recognition that more is still re-
in non-stereotypical gender activities … [and] …
people doing jobs in and out of home, and engaged
in various recreational activities, depicting diversity
in family styles” (p. 181).
Derman-Sparks and Edwards (2021) suggest
that teachers compose (and assess the quality of)
materials that make racial and cultural diversi-
ty visible. Introducing children to literature that
speaks to diversity in multiple ways at an early age
can allow them, for example, to “learn about gender
diversity and … dismantle gender-based bullying
before it starts” (Brochin, 2019, p. 86). Composing
storybooks that facilitate content, promote social
justice, and bring students’ stories to the core of
the curriculum allows teachers to draw from four
sources for anti-bias stories: (1) issues that emerge
from children’s daily lives, (2) events that are cur-
rently happening in the world, (3) information that
the teacher wants children to have, and (4) history
(Derman-Sparks, 1989, in Araujo & Strasser, 2003).
While such storytelling allows issues of diversi-
ty to be addressed directly or indirectly (Araujo &
Strasser, 2003), Hess (2021) also cautions against
using storytelling that “reduces humans to objects
to accomplish an agenda” as this can re-inscribe op-
pression for minoritized groups (p. 81) or majority
groups as well. She proposes using counter-stories,
such as testimonies, which allow tellers (e.g., teach-
ers) to question dominant understandings while
facilitating “minoritized groups [to] retain agency
and control of the story” (p. 78). Such storybooks or
testimonies become not only a catalyst and “vehi-
cle for the children to explore their ethnic identity”
(Araujo & Strasser, 2003, p. 182) but also a voice for
teacher connections with their students (regardless
of background differences). Again, the fundamen-
tal issue here is a presumably unobjectionable ex-
pectation of mutual respect around identity for all
present. As Derman-Sparks and Edwards (2021) put
it, anti-bias teachers should purposefully and enthu-
siastically “integrate the message into the daily life
of their classroom that people of every racialized
identity [among others] are valuable and deserve
caring and fairness” (p. 38).
119Educación
quired given that tolerance and acceptance alone have not yet adequately secured social justice generally.
3. Methodology
This qualitative case study, part of a larger investigation on bilingual literacy development in rural Costa
Rican schools, explored the research question: How do English-as-foreign-language (EFL) advisers in Costa
Rica perceive implementing SJE curricular materials to support bilingual literacy development in grade 1-6
English-language learners (ELLs)?
The case study approach was instrumental in addressing this question as it allows for the exploration
and description of a specific unit or bounded system (Smith, 1978). In this study, the researchers focused
on the perceptions of seven EFL advisers as a representative case (Yin, 2009), examining their perspectives
in relation to proposed SJE curricular materials. This case served as a representation of advisers tasked to
support teachers working with primary school ELLs in online and offline settings within the public school
system in rural Costa Rica.
The SJE curricular materials were developed by the researchers during a pilot project partially funded
by a U.S. Embassy in Costa Rica grant. These materials were given to the EFL advisers for them to review
and offer their observations during group interviews. Implementing these materials with school teachers
and students was beyond the scope of the study due to pandemic restrictions, which suggested further
discussions with stakeholders; however, EFL advisers’ group interviews provided valuable insights for a
case study.
3.1 SJE curricular materials
A key focus of the grant call was to leverage technology and online education, particularly under the
impacts from COVID-19 in Costa Rica (Montenegro Sánchez, 2021), which increased or created prohibitive
barriers to educational access, especially among demographics already at risk or newly facing exclusion
(Glas et al., 2021; Henry, 2010)Laurie A</author></authors><secondary-authors><author>Pullen, Darren
Lee</author><author>Gitsaki, Christina</author><author>Baguley, Margaret</author></secondary-au-
thors></contributors><titles><title>Unpacking social inequalities: How a lack of technology integration
may impede the development of multiliteracies among middle school students in the United States</ti-
tle><secondary-title>Technoliteracy, discourse, and social practice: Frameworks and applications in the
digital age: Frameworks and applications in the digital age</secondary-title></titles><pages>55-79</
pages><dates><year>2010</year></dates><pub-location>Hershey, PA</pub-location><publisher>IGI
Global</publisher><isbn>1605668435</isbn><urls></urls></record></Cite></EndNote>. Along with
national Ministry of Education objectives, the materials developed incorporated the social justice themes
described in previous sections. In particular, storybooks portrayed situations possibly relatable to Costa
Rican children’s lives from during the pandemic (see Table 1).
quired given that tolerance and acceptance alone have not yet adequately secured social justice generally.
3. Methodology
This qualitative case study, part of a larger investigation on bilingual literacy development in rural Costa
Rican schools, explored the research question: How do English-as-foreign-language (EFL) advisers in Costa
Rica perceive implementing SJE curricular materials to support bilingual literacy development in grade 1-6
English-language learners (ELLs)?
The case study approach was instrumental in addressing this question as it allows for the exploration
and description of a specific unit or bounded system (Smith, 1978). In this study, the researchers focused
on the perceptions of seven EFL advisers as a representative case (Yin, 2009), examining their perspectives
in relation to proposed SJE curricular materials. This case served as a representation of advisers tasked to
support teachers working with primary school ELLs in online and offline settings within the public school
system in rural Costa Rica.
The SJE curricular materials were developed by the researchers during a pilot project partially funded
by a U.S. Embassy in Costa Rica grant. These materials were given to the EFL advisers for them to review
and offer their observations during group interviews. Implementing these materials with school teachers
and students was beyond the scope of the study due to pandemic restrictions, which suggested further
discussions with stakeholders; however, EFL advisers’ group interviews provided valuable insights for a
case study.
3.1 SJE curricular materials
A key focus of the grant call was to leverage technology and online education, particularly under the
impacts from COVID-19 in Costa Rica (Montenegro Sánchez, 2021), which increased or created prohibitive
barriers to educational access, especially among demographics already at risk or newly facing exclusion
(Glas et al., 2021; Henry, 2010)Laurie A</author></authors><secondary-authors><author>Pullen, Darren
Lee</author><author>Gitsaki, Christina</author><author>Baguley, Margaret</author></secondary-au-
thors></contributors><titles><title>Unpacking social inequalities: How a lack of technology integration
may impede the development of multiliteracies among middle school students in the United States</ti-
tle><secondary-title>Technoliteracy, discourse, and social practice: Frameworks and applications in the
digital age: Frameworks and applications in the digital age</secondary-title></titles><pages>55-79</
pages><dates><year>2010</year></dates><pub-location>Hershey, PA</pub-location><publisher>IGI
Global</publisher><isbn>1605668435</isbn><urls></urls></record></Cite></EndNote>. Along with
national Ministry of Education objectives, the materials developed incorporated the social justice themes
described in previous sections. In particular, storybooks portrayed situations possibly relatable to Costa
Rican children’s lives from during the pandemic (see Table 1).
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente120
Table 1
Themes and Sample Digital Storybook Titles
Theme Storybook Title
Domestic violence Mommy’s Bruises
Remote work Arturo Stays Home
Air quality When the Earth Got its Breath Back
Heroism Doc and Nurse Crowley
Overconsumption Where did All the Toilet Paper Go?
Discrimination Yuki and Friends
Vulnerable individuals Caring in a Crisis
.1. Participants and settings
Snowball sampling (LeCompte, Tesch, y Preissle, 2003) was used to identify five regional and two national
EFL advisers (six women, one man) with an average eighteen years of pertinent knowledge and teaching/
leadership experience around this study’s focus. EFL advisers are responsible for overseeing primary school
EFL teachers in their respective regional and national domains. Duties include assessing and strategically
implementing curricula, developing professional development programs, conducting research to identify
areas for improvement, and supporting teachers’ practices by providing guidelines and teaching materials.
This study’s regional advisers specifically represent marginalized and under-resourced schools in rural
areas (see Table 2).
Table 2
Participant identifiers, work experience, and school regions served
Identifiers Work Experience (Years) School Region Served (by
general geographic location)
Participant 1 24 Central
Participant 2 24 National
Participant 3 21 Central
Participant 4 18 Atlantic
Participant 5 18 National
Participant 6 17 Pacific
Participant 7 16 Pacific
Participants were recruited individually via email and WhatsApp, with invitations to join a WhatsApp
group to coordinate and share meeting details ahead of group interview sessions. The SJE curricular ma-
terials—including a Handbook for grade 1-6 teacher professional development, storybooks, and sample
lesson plans supporting SJE, understanding by design (UbD), translanguaging, and using WhatsApp for
digital education delivery—were provided to participants for review in advance of the group interviews.
3.3 Data collection
In November 2020 and February/April 2022, the researchers separately conducted three two-hour
group interviews (Creswell & Poth, 2018; ), first with the five participating regional advisers and then
Table 1
Themes and Sample Digital Storybook Titles
Theme Storybook Title
Domestic violence Mommy’s Bruises
Remote work Arturo Stays Home
Air quality When the Earth Got its Breath Back
Heroism Doc and Nurse Crowley
Overconsumption Where did All the Toilet Paper Go?
Discrimination Yuki and Friends
Vulnerable individuals Caring in a Crisis
.1. Participants and settings
Snowball sampling (LeCompte, Tesch, y Preissle, 2003) was used to identify five regional and two national
EFL advisers (six women, one man) with an average eighteen years of pertinent knowledge and teaching/
leadership experience around this study’s focus. EFL advisers are responsible for overseeing primary school
EFL teachers in their respective regional and national domains. Duties include assessing and strategically
implementing curricula, developing professional development programs, conducting research to identify
areas for improvement, and supporting teachers’ practices by providing guidelines and teaching materials.
This study’s regional advisers specifically represent marginalized and under-resourced schools in rural
areas (see Table 2).
Table 2
Participant identifiers, work experience, and school regions served
Identifiers Work Experience (Years) School Region Served (by
general geographic location)
Participant 1 24 Central
Participant 2 24 National
Participant 3 21 Central
Participant 4 18 Atlantic
Participant 5 18 National
Participant 6 17 Pacific
Participant 7 16 Pacific
Participants were recruited individually via email and WhatsApp, with invitations to join a WhatsApp
group to coordinate and share meeting details ahead of group interview sessions. The SJE curricular ma-
terials—including a Handbook for grade 1-6 teacher professional development, storybooks, and sample
lesson plans supporting SJE, understanding by design (UbD), translanguaging, and using WhatsApp for
digital education delivery—were provided to participants for review in advance of the group interviews.
3.3 Data collection
In November 2020 and February/April 2022, the researchers separately conducted three two-hour
group interviews (Creswell & Poth, 2018; ), first with the five participating regional advisers and then
121Educación
their analyses and ensure inter-rater agreement. In
cases where coding differed, they conferenced to
understand one another’s perspectives and made
necessary adjustments to the coding to reach a con-
sensus. Specific codes were merged or expanded to
enhance clarity whenever the researchers encoun-
tered overlapping themes.
While the researchers initially intended to imple-
ment member-checking (Carspecken, 1996) through
a follow-up group interview with the participants
for data triangulation, limited further access pre-
vented this option from being pursued. Instead, they
relied on data triangulation through the multiple
available sources, which allowed the researchers
to maintain consistency between the participants’
perspectives and their own interpretations.
4. Findings
The following paragraphs present the findings
from three group interviews conducted with par-
ticipants and facilitated by two researchers, encom-
passing initial and follow-up meetings. Findings are
divided into two sections, reflecting the flow of ideas
as they were openly shared and critically discussed
among the participants.
4.1 Theme 1: Meeting educational
mandates and goals
Initially, participants emphasized how the ma-
terials could address the needs of EFL teachers in
online and hybrid classrooms, for example, Partic-
ipant 4 recognized the utility of the materials for
online teachers:
I appreciate the effort you are making to bring
this material to the classrooms, and it is an effort
for which I am truly grateful because amidst so
much that teachers are experiencing, often their
very environment cuts off their creativity. The
more materials we can provide them with, the
more we would be easing their lives, especial-
ly in their work during these times, which the
pandemic has made very difficult (Participant
4, group interview, November 6, 2020).
with the two national advisers. Verbal and email
consent was obtained from all participants to take
part in the study, which included video-recording
the online sessions conducted on Zoom. Group in-
terviews were conducted in Spanish and English,
recorded, transcribed verbatim, and translated as
needed by the research. The researchers also col-
lected notes during the meetings to help address
participants’ comments, questions, and concerns.
Interview transcripts were shared with participants
for member-checking (Creswell & Poth, 2018) and
stored in a password-protected folder on OneDrive.
In order to conduct group interviews, the re-
searchers met with the participants via Zoom. After
introductions and an extensive explanation about
the purpose of the meeting, the group was given a
virtual tour of all the materials under discussion.
Since the participants had previously been given
time to review the materials at home, the interview
started with the following questions: What are your
initial thoughts about the materials shared? Did you
like them? What did you like, what didn’t you like?
After the participants’ initial comments, the re-
searchers continued with more specific questions
such as: Do you see it possible to use these materials
to support EFL classes in Costa Rica? What possible
challenges could arise based on your experience
when applying them? What kind of professional de-
velopment do you think teachers might need to use
these materials appropriately? As explained before,
the intention of the group interview was to under-
stand the advisers’ thoughts, concerns, perceptions,
and even advice for improvement.
3.4 Data analysis
Interpretive case study was applied to “develop
conceptual categories that would either support,
challenge, or illustrate prior theoretical assump-
tions based on the rich and descriptive data gath-
ered” (Merriam, 1998, p. 38). The researchers indi-
vidually and collaboratively revisited the field notes
and group interview transcriptions multiple times
for coding and convened Zoom meetings to discuss
their analyses and ensure inter-rater agreement. In
cases where coding differed, they conferenced to
understand one another’s perspectives and made
necessary adjustments to the coding to reach a con-
sensus. Specific codes were merged or expanded to
enhance clarity whenever the researchers encoun-
tered overlapping themes.
While the researchers initially intended to imple-
ment member-checking (Carspecken, 1996) through
a follow-up group interview with the participants
for data triangulation, limited further access pre-
vented this option from being pursued. Instead, they
relied on data triangulation through the multiple
available sources, which allowed the researchers
to maintain consistency between the participants’
perspectives and their own interpretations.
4. Findings
The following paragraphs present the findings
from three group interviews conducted with par-
ticipants and facilitated by two researchers, encom-
passing initial and follow-up meetings. Findings are
divided into two sections, reflecting the flow of ideas
as they were openly shared and critically discussed
among the participants.
4.1 Theme 1: Meeting educational
mandates and goals
Initially, participants emphasized how the ma-
terials could address the needs of EFL teachers in
online and hybrid classrooms, for example, Partic-
ipant 4 recognized the utility of the materials for
online teachers:
I appreciate the effort you are making to bring
this material to the classrooms, and it is an effort
for which I am truly grateful because amidst so
much that teachers are experiencing, often their
very environment cuts off their creativity. The
more materials we can provide them with, the
more we would be easing their lives, especial-
ly in their work during these times, which the
pandemic has made very difficult (Participant
4, group interview, November 6, 2020).
with the two national advisers. Verbal and email
consent was obtained from all participants to take
part in the study, which included video-recording
the online sessions conducted on Zoom. Group in-
terviews were conducted in Spanish and English,
recorded, transcribed verbatim, and translated as
needed by the research. The researchers also col-
lected notes during the meetings to help address
participants’ comments, questions, and concerns.
Interview transcripts were shared with participants
for member-checking (Creswell & Poth, 2018) and
stored in a password-protected folder on OneDrive.
In order to conduct group interviews, the re-
searchers met with the participants via Zoom. After
introductions and an extensive explanation about
the purpose of the meeting, the group was given a
virtual tour of all the materials under discussion.
Since the participants had previously been given
time to review the materials at home, the interview
started with the following questions: What are your
initial thoughts about the materials shared? Did you
like them? What did you like, what didn’t you like?
After the participants’ initial comments, the re-
searchers continued with more specific questions
such as: Do you see it possible to use these materials
to support EFL classes in Costa Rica? What possible
challenges could arise based on your experience
when applying them? What kind of professional de-
velopment do you think teachers might need to use
these materials appropriately? As explained before,
the intention of the group interview was to under-
stand the advisers’ thoughts, concerns, perceptions,
and even advice for improvement.
3.4 Data analysis
Interpretive case study was applied to “develop
conceptual categories that would either support,
challenge, or illustrate prior theoretical assump-
tions based on the rich and descriptive data gath-
ered” (Merriam, 1998, p. 38). The researchers indi-
vidually and collaboratively revisited the field notes
and group interview transcriptions multiple times
for coding and convened Zoom meetings to discuss
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente122
I think that this type of initiative demands teach-
ers’ professional development. We need to make
teachers participate. As you suggested in our first
meeting, you said, “Teachers will be the writers.
Teachers will be developers.” I think that’s great
because, as I said at that time, it creates own-
ership (Participant 2, group interview, April 1,
2022).
Participant 2 further emphasized the importance
of conversations with EFL teachers about materials
development beyond mere professional develop-
ment.
I wouldn’t say training, but it would be nice to
have a conversation with teachers about this to
create awareness from this perspective. This is a
major issue if we are going to use these resources.
How are these resources aligned with the ele-
ments of our curriculum? (Participant 2, group
interview, April 1, 2022).
Participant 5 highlighted the disparities in ed-
ucational resources and access between rural and
urban areas, underscoring the need for professional
development tailored to the unique challenges and
contexts of EFL teachers in various regions of Costa
Rica and how access to information can be particu-
larly limited in rural areas:
There can be communication between different
populations who live in two different settings
and have different struggles. Or even within San
Jose [an urban city in Costa Rica], we have places
that have a lot of difficulties in terms of all that
you have been describing. And people who live
in other geographic areas where those struggles
don’t exist (Participant 5, group interview, Feb-
ruary 18, 2022).
Participants stressed that materials be tai-
lor-made to minimize the need for significant ad-
aptations or modifications before use. Participant
7 explained that teachers’ time for engaging with
materials development has become increasingly
limited; “What is the time frame you have for us to
However, participants also stressed the urgent
need for these materials to be suitable to address
students’ literacy skill development in light of in-
creasing government accountability requirements
and teacher’s reporting workloads.
Right now, teachers are much more focused on
completing reports and other administrative
work that is significant because of the number
of students in each group. They need to focus
on reviewing work guides and conducting sum-
mative assessments of students in English. They
are also required to submit a final report to their
schools (Participant 1, group interview, Novem-
ber 6, 2020).
They also emphasized that most primary school
EFL teachers have been independently navigating
online and hybrid teaching, often without sufficient
professional development, guidelines, or support.
This situation detracts from the already limited time
for lesson planning and opportunities to create or
adapt materials for online and hybrid classrooms.
Speaking from her adviser experience, Participant
3 further illustrated this challenge.
As part of my duties as an adviser, I conduct re-
search. Recently, I conducted a survey asking
teachers if they would like to be provided with
opportunities to develop and share contextual-
ized teaching materials within their school dis-
tricts, but it turns out that their acceptance was
negative. They explicitly said, “Look, we don’t
have time.” The complaint about time is always
there (Participant 3, group interview, November
6, 2020).
Advisers concurred that teachers would appreci-
ate and use new materials if they directly addressed
assessment strategies and aligned with school cur-
ricular units. Specifically, Participant 2 emphasized
the importance of involving EFL teachers in discus-
sions about materials development and the necessity
of these resources being consistent with curricular
objectives.
I think that this type of initiative demands teach-
ers’ professional development. We need to make
teachers participate. As you suggested in our first
meeting, you said, “Teachers will be the writers.
Teachers will be developers.” I think that’s great
because, as I said at that time, it creates own-
ership (Participant 2, group interview, April 1,
2022).
Participant 2 further emphasized the importance
of conversations with EFL teachers about materials
development beyond mere professional develop-
ment.
I wouldn’t say training, but it would be nice to
have a conversation with teachers about this to
create awareness from this perspective. This is a
major issue if we are going to use these resources.
How are these resources aligned with the ele-
ments of our curriculum? (Participant 2, group
interview, April 1, 2022).
Participant 5 highlighted the disparities in ed-
ucational resources and access between rural and
urban areas, underscoring the need for professional
development tailored to the unique challenges and
contexts of EFL teachers in various regions of Costa
Rica and how access to information can be particu-
larly limited in rural areas:
There can be communication between different
populations who live in two different settings
and have different struggles. Or even within San
Jose [an urban city in Costa Rica], we have places
that have a lot of difficulties in terms of all that
you have been describing. And people who live
in other geographic areas where those struggles
don’t exist (Participant 5, group interview, Feb-
ruary 18, 2022).
Participants stressed that materials be tai-
lor-made to minimize the need for significant ad-
aptations or modifications before use. Participant
7 explained that teachers’ time for engaging with
materials development has become increasingly
limited; “What is the time frame you have for us to
However, participants also stressed the urgent
need for these materials to be suitable to address
students’ literacy skill development in light of in-
creasing government accountability requirements
and teacher’s reporting workloads.
Right now, teachers are much more focused on
completing reports and other administrative
work that is significant because of the number
of students in each group. They need to focus
on reviewing work guides and conducting sum-
mative assessments of students in English. They
are also required to submit a final report to their
schools (Participant 1, group interview, Novem-
ber 6, 2020).
They also emphasized that most primary school
EFL teachers have been independently navigating
online and hybrid teaching, often without sufficient
professional development, guidelines, or support.
This situation detracts from the already limited time
for lesson planning and opportunities to create or
adapt materials for online and hybrid classrooms.
Speaking from her adviser experience, Participant
3 further illustrated this challenge.
As part of my duties as an adviser, I conduct re-
search. Recently, I conducted a survey asking
teachers if they would like to be provided with
opportunities to develop and share contextual-
ized teaching materials within their school dis-
tricts, but it turns out that their acceptance was
negative. They explicitly said, “Look, we don’t
have time.” The complaint about time is always
there (Participant 3, group interview, November
6, 2020).
Advisers concurred that teachers would appreci-
ate and use new materials if they directly addressed
assessment strategies and aligned with school cur-
ricular units. Specifically, Participant 2 emphasized
the importance of involving EFL teachers in discus-
sions about materials development and the necessity
of these resources being consistent with curricular
objectives.
123Educación
lead to disagreements with parents.
When I was going through the materials, I noticed
they touch on some sensitive topics that might
stir the pot – conflict might not be the right word,
since it’s more about the feelings it might bring
up. And there’s stuff about a homosexual couple
that I’m totally okay with (Participant 4, group
interview, November 6, 2020).
Participant 1 interjected during Participant 4’s
comment to suggest controversy rather than conflict
might be a more accurate way to describe a differ-
ence in perception (rather than a difficult situation)
between teachers and parents on social justice is-
sues addressed in storybooks. Then Participant 7
added her impression in agreement with Participant
4 about possibly introducing social justice issues in
teaching materials.
There’s a lot of sensitive content in the material
which might just stir up a lot of controversy —
controversy that’s going to land on us as advisers
as well as the teachers. I’m with Participant 4 on
this one. But you know, these issues are different
for every family. In my family, we accept them
as normal. But then, you’ve got families that are
okay with it and some that just aren’t (Participant
7, group interview, November 6, 2020).
Participants offered rationales for not using sto-
rybooks addressing differences and identity with
children. For example, Participant 4 had no prob-
lem talking about gay marriage or gay couples, but
objected to a contrast with a heterosexual couple
experiencing domestic violence:
There’s a reading that portrays a heterosexual
couple as problematic and violent, right? The
reading presents an issue of domestic violence,
I believe is in the storybook Mommy’s Bruises. And
it also features another family, right? A lesbian
family. So, the abused lady and her daughter leave
their home. Then the reading presents an idyllic
family, right? Two ladies, a lesbian couple, in a
household where everything is love and peace
distribute this material? How much time is estimat-
ed for this project?” (Participant 7, group interview,
November 6, 2020). Participant 6 added:
We have received a memorandum stating that we
are not authorized to schedule meetings, work-
shops, or any activity of this sort with teachers
after November 19. Teachers will have to invest
their time grading student assignments and tests.
Additionally, they will have to submit a final re-
port. Teachers are working on that right now, so
I believe it is not a good time for us to provide
them with new material (Participant 6, group
interview, November 6, 2020).
4.2 Theme 2: Inclusion of social justice
issues in the school curriculum
The participants affirmed support for SJE, with
Participant 5 noting that it is already a core value
in Costa Rican national education. Participant 2
elaborated that existing curricula aim to develop
a new form of citizenship through three learning
dimensions: to know, to do, and learn to live and
be in the world:
[SJE] brings this idea of equal participation, and
it’s part of the educational policy of this country,
aiming to bring equality and social justice into the
classroom and beyond, for everybody and for future
citizenship (Participant 2, group interview, Febru-
ary 18, 2022).
Both recognized this as beginning from early
childhood education, with Participant 2 character-
izing social justice as a big umbrella appropriate for
early childhood development (Participant 2, group
interview, February 18, 2022).
However, participants also anticipated reactions
from some teachers, students, and parents about
bringing certain topics rarely discussed so openly
into the EFL classroom. Specifically, participants ar-
gued that showcasing social justice issues related to
difference (e.g., socioeconomic status) and identity
(e.g., sexual orientation) could pose challenges to
teachers (and other advisers, like themselves) and
lead to disagreements with parents.
When I was going through the materials, I noticed
they touch on some sensitive topics that might
stir the pot – conflict might not be the right word,
since it’s more about the feelings it might bring
up. And there’s stuff about a homosexual couple
that I’m totally okay with (Participant 4, group
interview, November 6, 2020).
Participant 1 interjected during Participant 4’s
comment to suggest controversy rather than conflict
might be a more accurate way to describe a differ-
ence in perception (rather than a difficult situation)
between teachers and parents on social justice is-
sues addressed in storybooks. Then Participant 7
added her impression in agreement with Participant
4 about possibly introducing social justice issues in
teaching materials.
There’s a lot of sensitive content in the material
which might just stir up a lot of controversy —
controversy that’s going to land on us as advisers
as well as the teachers. I’m with Participant 4 on
this one. But you know, these issues are different
for every family. In my family, we accept them
as normal. But then, you’ve got families that are
okay with it and some that just aren’t (Participant
7, group interview, November 6, 2020).
Participants offered rationales for not using sto-
rybooks addressing differences and identity with
children. For example, Participant 4 had no prob-
lem talking about gay marriage or gay couples, but
objected to a contrast with a heterosexual couple
experiencing domestic violence:
There’s a reading that portrays a heterosexual
couple as problematic and violent, right? The
reading presents an issue of domestic violence,
I believe is in the storybook Mommy’s Bruises. And
it also features another family, right? A lesbian
family. So, the abused lady and her daughter leave
their home. Then the reading presents an idyllic
family, right? Two ladies, a lesbian couple, in a
household where everything is love and peace
distribute this material? How much time is estimat-
ed for this project?” (Participant 7, group interview,
November 6, 2020). Participant 6 added:
We have received a memorandum stating that we
are not authorized to schedule meetings, work-
shops, or any activity of this sort with teachers
after November 19. Teachers will have to invest
their time grading student assignments and tests.
Additionally, they will have to submit a final re-
port. Teachers are working on that right now, so
I believe it is not a good time for us to provide
them with new material (Participant 6, group
interview, November 6, 2020).
4.2 Theme 2: Inclusion of social justice
issues in the school curriculum
The participants affirmed support for SJE, with
Participant 5 noting that it is already a core value
in Costa Rican national education. Participant 2
elaborated that existing curricula aim to develop
a new form of citizenship through three learning
dimensions: to know, to do, and learn to live and
be in the world:
[SJE] brings this idea of equal participation, and
it’s part of the educational policy of this country,
aiming to bring equality and social justice into the
classroom and beyond, for everybody and for future
citizenship (Participant 2, group interview, Febru-
ary 18, 2022).
Both recognized this as beginning from early
childhood education, with Participant 2 character-
izing social justice as a big umbrella appropriate for
early childhood development (Participant 2, group
interview, February 18, 2022).
However, participants also anticipated reactions
from some teachers, students, and parents about
bringing certain topics rarely discussed so openly
into the EFL classroom. Specifically, participants ar-
gued that showcasing social justice issues related to
difference (e.g., socioeconomic status) and identity
(e.g., sexual orientation) could pose challenges to
teachers (and other advisers, like themselves) and
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente124
with children. We must be careful with how pub-
lic institutions manage these subjects, as other
programs, such as Sexuality and Affection, have
sparked too much controversy in schools. Now,
just imagine dealing with an even wider range of
topics like these (Participant 7, group interview,
November 6, 2020).
Participant 3 and Participant 7 agreed that
addressing these issues with adolescents might
be more suitable, since “these topics are usually
taught jointly in Science and Biology classes [in high
school]” (Participant 3, group interview, November
6, 2020). Participant 1 countered that children in
primary schools are bombarded with information
on such topics from Sexuality and Affectivity, a pro-
gram that aims from grade 1 to address aspects of
sexuality fully, equipping young people with the
skills to recognize and assert their sexual and repro-
ductive rights, and guiding them to make informed
decisions for a satisfying and responsible sexual
life (Valverde Cerros et al., 2017)—meaning that
even young students do have some understanding
on these subjects.
For Participant 7, another concern was how well-
or poorly equipped teachers are prepared with the
required expertise and professional development
to discuss such matters; “There is a lot of sensitive
content that perhaps is not up to an English teacher
to address and that rather can cause a lot of contro-
versy” (Participant 7, group interview, November
6, 2020). Participant 5 said: “After reading Arturo
Stays Home, yeah, I found myself wondering, “Are we
ready to talk about this? Are we prepared to depict
this kind of family openly in a story?” (Participant
5, group interview, February 18, 2022).
Supporting Participant 7’s opinion, Participant
3 suggested revising such materials in light of par-
ticipants’ feedback (as well as input from govern-
ment authorities who oversee educational policies)
(Participant 3, group interview, November 6, 2020).
While Participant 4 agreed with this incorporation
of feedback, she added, “Culturally speaking, I may
have been shocked, but I believe that addressing
(Participant 4, group interview, November 6,
2020).
Participant 4 also objected to a storyline por-
traying “people with money” as greedy or hoarders
of essential items during COVID-19 and “far from
reality” (Participant 4, group interview, November
6, 2020):
I think [the storybook Where Did All the Toilet
Paper Go?] casts wealthy people in a negative
light by labeling them as hoarders. During the
COVID-19 pandemic, this proved to be far from
reality. It wasn’t just wealthy people who were
hoarding, but everyone in the resulting panic.
This was especially evident in the United States,
as seen in the news. It seems to me that the read-
ing might cast wealthy people in a negative light,
at times suggesting they were hoarders or selfish.
Maybe it was the reading itself, but it certainly
left me with a particular feeling. I get that there
are cultural aspects in these stories that are im-
portant, and I grasp the intended purpose behind
the reading — obviously, it’s about social justice,
about being aware that we can’t just go and buy
everything. Yet, that was the initial impression
the reading gave me (Participant 4, group inter-
view, November 6, 2020).
Participant 3 argued against openly addressing
certain social justice issues developmentally “in -
appropriate for children’s current understanding”
(Participant 3, group interview, November 6, 2020).
Participant 7 emphasized certain communities cul-
turally, especially in the countryside, hold strong
religious beliefs that make addressing these issues
difficult for teachers.
I’ve come across a community here in the region,
about 15 kilometers from the city, where families
don’t even consider dancing as a form of enter-
tainment because their religion forbids it. So,
you can imagine the stir that presenting stories
like these to school children might cause. From
that perspective, I agree with avoiding certain
sensitive topics, especially because we’re dealing
with children. We must be careful with how pub-
lic institutions manage these subjects, as other
programs, such as Sexuality and Affection, have
sparked too much controversy in schools. Now,
just imagine dealing with an even wider range of
topics like these (Participant 7, group interview,
November 6, 2020).
Participant 3 and Participant 7 agreed that
addressing these issues with adolescents might
be more suitable, since “these topics are usually
taught jointly in Science and Biology classes [in high
school]” (Participant 3, group interview, November
6, 2020). Participant 1 countered that children in
primary schools are bombarded with information
on such topics from Sexuality and Affectivity, a pro-
gram that aims from grade 1 to address aspects of
sexuality fully, equipping young people with the
skills to recognize and assert their sexual and repro-
ductive rights, and guiding them to make informed
decisions for a satisfying and responsible sexual
life (Valverde Cerros et al., 2017)—meaning that
even young students do have some understanding
on these subjects.
For Participant 7, another concern was how well-
or poorly equipped teachers are prepared with the
required expertise and professional development
to discuss such matters; “There is a lot of sensitive
content that perhaps is not up to an English teacher
to address and that rather can cause a lot of contro-
versy” (Participant 7, group interview, November
6, 2020). Participant 5 said: “After reading Arturo
Stays Home, yeah, I found myself wondering, “Are we
ready to talk about this? Are we prepared to depict
this kind of family openly in a story?” (Participant
5, group interview, February 18, 2022).
Supporting Participant 7’s opinion, Participant
3 suggested revising such materials in light of par-
ticipants’ feedback (as well as input from govern-
ment authorities who oversee educational policies)
(Participant 3, group interview, November 6, 2020).
While Participant 4 agreed with this incorporation
of feedback, she added, “Culturally speaking, I may
have been shocked, but I believe that addressing
(Participant 4, group interview, November 6,
2020).
Participant 4 also objected to a storyline por-
traying “people with money” as greedy or hoarders
of essential items during COVID-19 and “far from
reality” (Participant 4, group interview, November
6, 2020):
I think [the storybook Where Did All the Toilet
Paper Go?] casts wealthy people in a negative
light by labeling them as hoarders. During the
COVID-19 pandemic, this proved to be far from
reality. It wasn’t just wealthy people who were
hoarding, but everyone in the resulting panic.
This was especially evident in the United States,
as seen in the news. It seems to me that the read-
ing might cast wealthy people in a negative light,
at times suggesting they were hoarders or selfish.
Maybe it was the reading itself, but it certainly
left me with a particular feeling. I get that there
are cultural aspects in these stories that are im-
portant, and I grasp the intended purpose behind
the reading — obviously, it’s about social justice,
about being aware that we can’t just go and buy
everything. Yet, that was the initial impression
the reading gave me (Participant 4, group inter-
view, November 6, 2020).
Participant 3 argued against openly addressing
certain social justice issues developmentally “in -
appropriate for children’s current understanding”
(Participant 3, group interview, November 6, 2020).
Participant 7 emphasized certain communities cul-
turally, especially in the countryside, hold strong
religious beliefs that make addressing these issues
difficult for teachers.
I’ve come across a community here in the region,
about 15 kilometers from the city, where families
don’t even consider dancing as a form of enter-
tainment because their religion forbids it. So,
you can imagine the stir that presenting stories
like these to school children might cause. From
that perspective, I agree with avoiding certain
sensitive topics, especially because we’re dealing
125Educación
teachers is essential.
The digital divide presents another challenge, for
teachers and students alike (Gandolfi et al., 2021;
Henry, 2010; Iivari, Sharma, & Ventä-Olkkonen,
2020), whether limitations on access, a lack of fa-
miliarity with available online tools, and learning
strategies for success online. Readily available and
low-cost digital tools not conventionally used in
education but well-known in the community, like
WhatsApp and others, afford opportunities to sup-
port teaching and foster in-classroom innovation
(Montenegro Sánchez, 2021; Montenegro Sánchez,
2022; Glas et al., 2021). Such tools require localized
adaptations to ensure that all students are reached.
Beyond time availability and the digital divide,
another challenge is teachers’ learning curves and
professional development when adopting or adapt-
ing new materials (print or digital) (Acosta et al.,
2024; Rojas-Alfaro & Montenegro Sánchez, 2024).
This is not just a technical problem, as this study
discloses issues around teachers’ dispositions and
motivation toward implementing certain new ma-
terials. For time and practical reasons, all materi-
als must align (or be perceived as aligning) with
curricular mandates. Any mismatch (whether con-
tent-related, thematic, or potentially by opening dis-
agreements around difference and identity social
justice issues) introduces the further risks of (1)
exacerbating teacher workloads and motivations,
(2) decreasing use or refusal of such materials if
they do not meet accountability metrics, and (3)
hindering long-term professional development in
teachers (including developing an online teaching
repertoire) as they rationally allocate their limited
time to more short-term issues.
Nonetheless, these practical logistical concerns
may mask sociological resistance to SJE itself (ei-
ther directly or as an anticipation of controversies
arising from attempts to address them) (Knowles &
Hadley, 2024; Rojas-Alfaro & Montenegro Sánchez,
2024). While the advisers themselves enthusiasti-
cally expressed support for SJE, they also overtly
expressed resistance to its concrete implementation
these issues in the classroom is also an EFL teacher’s
responsibility. I believe in it. It is everyone’s com-
mitment” (Participant 4, group interview, November
6, 2020).
Participant 2 and Participant 5 agreed a trans-
formation around how EFL teachers introduce and
discuss social justice and injustice with students is
crucial; actively addressing these issues is “the only
way to fight and create a change of mind... since kids
are young; they are beginning their lives” (Partici-
pant 2, group interview, February 18, 2022).
We need to start this process at an early age,
and as I mentioned before, it’s already implicitly
included in our curriculum. However, if we could
develop materials that make it more explicit and
connect with what’s already there, that would be
excellent (Participant 5, group interview, Febru-
ary 18, 2022).
Participant 2 emphasized the importance of con-
sidering multiple and diverse identities within the
school curriculum:
We have a fundamental principle in our curric-
ulum: learn to live and be in the world. I believe
that understanding the rights and needs of oth-
ers, fostering an awareness of different perspec-
tives, is essential for our society, especially in the
face of the inequalities present in Costa Rica (Par-
ticipant 2, group interview, February 18, 2022).
5. Discussion
The findings echo other research on teachers’
challenges and opportunities in online and hybrid
learning environments. For example, a lack of time
greatly impacts teachers’ practices, including les-
son planning, materials, and teacher development
(Gandolfi, Ferdig, & Kratcoski, 2021; Glas et al., 2021;
Montenegro Sánchez & Rojas-Alfaro, 2025). Com-
pulsory and increasing accountability measures
mandated by educational authorities can also have
school teachers paying more attention to admin-
istrative work than their online or hybrid teach-
ing practices. Affording more manageable time for
teachers is essential.
The digital divide presents another challenge, for
teachers and students alike (Gandolfi et al., 2021;
Henry, 2010; Iivari, Sharma, & Ventä-Olkkonen,
2020), whether limitations on access, a lack of fa-
miliarity with available online tools, and learning
strategies for success online. Readily available and
low-cost digital tools not conventionally used in
education but well-known in the community, like
WhatsApp and others, afford opportunities to sup-
port teaching and foster in-classroom innovation
(Montenegro Sánchez, 2021; Montenegro Sánchez,
2022; Glas et al., 2021). Such tools require localized
adaptations to ensure that all students are reached.
Beyond time availability and the digital divide,
another challenge is teachers’ learning curves and
professional development when adopting or adapt-
ing new materials (print or digital) (Acosta et al.,
2024; Rojas-Alfaro & Montenegro Sánchez, 2024).
This is not just a technical problem, as this study
discloses issues around teachers’ dispositions and
motivation toward implementing certain new ma-
terials. For time and practical reasons, all materi-
als must align (or be perceived as aligning) with
curricular mandates. Any mismatch (whether con-
tent-related, thematic, or potentially by opening dis-
agreements around difference and identity social
justice issues) introduces the further risks of (1)
exacerbating teacher workloads and motivations,
(2) decreasing use or refusal of such materials if
they do not meet accountability metrics, and (3)
hindering long-term professional development in
teachers (including developing an online teaching
repertoire) as they rationally allocate their limited
time to more short-term issues.
Nonetheless, these practical logistical concerns
may mask sociological resistance to SJE itself (ei-
ther directly or as an anticipation of controversies
arising from attempts to address them) (Knowles &
Hadley, 2024; Rojas-Alfaro & Montenegro Sánchez,
2024). While the advisers themselves enthusiasti-
cally expressed support for SJE, they also overtly
expressed resistance to its concrete implementation
these issues in the classroom is also an EFL teacher’s
responsibility. I believe in it. It is everyone’s com-
mitment” (Participant 4, group interview, November
6, 2020).
Participant 2 and Participant 5 agreed a trans-
formation around how EFL teachers introduce and
discuss social justice and injustice with students is
crucial; actively addressing these issues is “the only
way to fight and create a change of mind... since kids
are young; they are beginning their lives” (Partici-
pant 2, group interview, February 18, 2022).
We need to start this process at an early age,
and as I mentioned before, it’s already implicitly
included in our curriculum. However, if we could
develop materials that make it more explicit and
connect with what’s already there, that would be
excellent (Participant 5, group interview, Febru-
ary 18, 2022).
Participant 2 emphasized the importance of con-
sidering multiple and diverse identities within the
school curriculum:
We have a fundamental principle in our curric-
ulum: learn to live and be in the world. I believe
that understanding the rights and needs of oth-
ers, fostering an awareness of different perspec-
tives, is essential for our society, especially in the
face of the inequalities present in Costa Rica (Par-
ticipant 2, group interview, February 18, 2022).
5. Discussion
The findings echo other research on teachers’
challenges and opportunities in online and hybrid
learning environments. For example, a lack of time
greatly impacts teachers’ practices, including les-
son planning, materials, and teacher development
(Gandolfi, Ferdig, & Kratcoski, 2021; Glas et al., 2021;
Montenegro Sánchez & Rojas-Alfaro, 2025). Com-
pulsory and increasing accountability measures
mandated by educational authorities can also have
school teachers paying more attention to admin-
istrative work than their online or hybrid teach-
ing practices. Affording more manageable time for
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente126
ference and identity. It is not proposed that teachers
alone can accomplish this task—they are already
too overburdened with responsibilities—and are
in solidarity with calls that teachers and local ad-
visers should work together to fight oppression
(Acosta et al., 2024; Knowles & Hadley, 2024; Le
Roux & Mdunge, 2012). This necessarily requires
adequate support from administrations as well, to
foster anti-bias classroom environments toward so-
cial justice in education generally (Araujo & Strasser,
2003; Brochin, 2019; Ladson-Billings, 1994).
Contrary to concerns about the ability of students
to handle these conflicts or difficult situations, this
study discloses that social justice issues around dif-
ference and identity are not brand-new to students
and teachers in the classroom. In Costa Rica, issues
around diversity, ableism, sexual orientation, gen-
der disparity, and identity are informally present
in classroom conversations already and formally
offered in the school curricula via the Affectivity and
Sexuality program for grades 1 to 6 (Valverde Cerros
et al., 2017). While resistance from certain quar-
ters of the school community can be expected, the
inclusion of specific social justice issues around dif-
ference and identity (e.g., sexual orientation, gender
disparity, socioeconomic struggles) demonstrates a
potential for raising awareness about those critical
issues and laying a groundwork for ameliorating
their effects as they directly and indirectly affect
teachers, children, and their communities. Again, the
argument for doing so is not only moral but also that
the academic success of all students economically
benefits society generally (Tedick & Wesely, 2015).
It creates a more educated and, therefore, produc-
tive and wealthier workforce and less demand for
expenditures on social safety nets.
Using the proposed grade 1-6 SJE materials would
also help supportive EFL advisers and teachers al-
ready in solidarity with social justice commitments
to challenge socially unjust patterns and foster the
continued exploration of students’ and teachers’
values, ultimately with social justice for everyone
(Araujo & Strasser, 2003). It is agreed with Araujo
and Strasser (2003), who suggest that resistance to
and imagining or anticipating resistance from some
teachers, students, or parents, especially in religious
countryside settings. More generally, there was only
mixed support on whether the conflicts, controver-
sies, or difficult situations possibly arising from SJE
curricula in grade 1-6 ELL storybooks were even
appropriate to place on teachers.
On this point, it is imperative to remember: while
some of these imaginable difficult situations arise
from people already holding socially unjust opinions
about difference and identity, the silences around
these issues are already creating difficult situations
for students in classrooms who do not align with any
normative values presented in existing educational
materials. While EFL advisers can express concerns
about the depictions of wealthy people as inaccurate
or slanted way (despite that some wealthy people
did act as depicted in the storybook), what justi-
fies prioritizing this concern if common discourse
is not also questioned for the ways that it presents
less wealthy people in inaccurate or slanted ways?
Equally, if EFL advisers are unsure if we are ready
for a discussion about homosexuality, then this side-
lines any discourse that LGBTQIA+ students, par-
ents, and educational stakeholders might have about
slanted and inaccurate representations of them by
religious conservatives. Or again, why is a frame-
work of concerns used to characterize acknowledg-
ing the existence of LGBTQIA+ people as a contro-
versy or a conflict Gay people are not a controversy
or do they represent a conflict in society; denigration
of their humanity is. When these concerns—which
are certainly not unfamiliar—become an excuse
for avoiding seemingly difficult conversations, this
elides the fact that some students (LGBTQIA+, poor,
marginalized) are experiencing difficult non-conver-
sations and silence about their existence every day.
Avoiding imaginable conflicts that guarantee the
perpetuation of currently harmful conflicts must
not be allowed to be called social justice.
A challenge (and an opportunity) for all educa-
tional stakeholders involves the foreseeable mixed
feelings (anticipated by this study’s participants)
around the teaching of social justice issues of dif-
ference and identity. It is not proposed that teachers
alone can accomplish this task—they are already
too overburdened with responsibilities—and are
in solidarity with calls that teachers and local ad-
visers should work together to fight oppression
(Acosta et al., 2024; Knowles & Hadley, 2024; Le
Roux & Mdunge, 2012). This necessarily requires
adequate support from administrations as well, to
foster anti-bias classroom environments toward so-
cial justice in education generally (Araujo & Strasser,
2003; Brochin, 2019; Ladson-Billings, 1994).
Contrary to concerns about the ability of students
to handle these conflicts or difficult situations, this
study discloses that social justice issues around dif-
ference and identity are not brand-new to students
and teachers in the classroom. In Costa Rica, issues
around diversity, ableism, sexual orientation, gen-
der disparity, and identity are informally present
in classroom conversations already and formally
offered in the school curricula via the Affectivity and
Sexuality program for grades 1 to 6 (Valverde Cerros
et al., 2017). While resistance from certain quar-
ters of the school community can be expected, the
inclusion of specific social justice issues around dif-
ference and identity (e.g., sexual orientation, gender
disparity, socioeconomic struggles) demonstrates a
potential for raising awareness about those critical
issues and laying a groundwork for ameliorating
their effects as they directly and indirectly affect
teachers, children, and their communities. Again, the
argument for doing so is not only moral but also that
the academic success of all students economically
benefits society generally (Tedick & Wesely, 2015).
It creates a more educated and, therefore, produc-
tive and wealthier workforce and less demand for
expenditures on social safety nets.
Using the proposed grade 1-6 SJE materials would
also help supportive EFL advisers and teachers al-
ready in solidarity with social justice commitments
to challenge socially unjust patterns and foster the
continued exploration of students’ and teachers’
values, ultimately with social justice for everyone
(Araujo & Strasser, 2003). It is agreed with Araujo
and Strasser (2003), who suggest that resistance to
and imagining or anticipating resistance from some
teachers, students, or parents, especially in religious
countryside settings. More generally, there was only
mixed support on whether the conflicts, controver-
sies, or difficult situations possibly arising from SJE
curricula in grade 1-6 ELL storybooks were even
appropriate to place on teachers.
On this point, it is imperative to remember: while
some of these imaginable difficult situations arise
from people already holding socially unjust opinions
about difference and identity, the silences around
these issues are already creating difficult situations
for students in classrooms who do not align with any
normative values presented in existing educational
materials. While EFL advisers can express concerns
about the depictions of wealthy people as inaccurate
or slanted way (despite that some wealthy people
did act as depicted in the storybook), what justi-
fies prioritizing this concern if common discourse
is not also questioned for the ways that it presents
less wealthy people in inaccurate or slanted ways?
Equally, if EFL advisers are unsure if we are ready
for a discussion about homosexuality, then this side-
lines any discourse that LGBTQIA+ students, par-
ents, and educational stakeholders might have about
slanted and inaccurate representations of them by
religious conservatives. Or again, why is a frame-
work of concerns used to characterize acknowledg-
ing the existence of LGBTQIA+ people as a contro-
versy or a conflict Gay people are not a controversy
or do they represent a conflict in society; denigration
of their humanity is. When these concerns—which
are certainly not unfamiliar—become an excuse
for avoiding seemingly difficult conversations, this
elides the fact that some students (LGBTQIA+, poor,
marginalized) are experiencing difficult non-conver-
sations and silence about their existence every day.
Avoiding imaginable conflicts that guarantee the
perpetuation of currently harmful conflicts must
not be allowed to be called social justice.
A challenge (and an opportunity) for all educa-
tional stakeholders involves the foreseeable mixed
feelings (anticipated by this study’s participants)
around the teaching of social justice issues of dif-
127Educación
6. Recommendations
Two immediate ways to address some of the prac-
tical/logistical concerns expressed by participants
include (1) providing ready-to-use SJE materials or
(2) flexible, customizable templates useable in any
online and hybrid learning context. Both solutions
have advantages and limitations. Ready-to-use ma-
terials are convenient but afford little to no cus-
tomization; as such, their content will offer a poor
fit with the total student demographics classroom
to classroom and require additional in-classroom
discussion to navigate the gaps they miss. Alter-
natively, customizable templates can be tailored to
meet classroom demographics but require time to
build content (or will become an additional task for
time-burdened teachers to complete). This would
require prioritizing SJE so that reallocating avail-
able resources (or personnel) to tailor the mate-
rials appropriately is not opposed. In either case,
any solution adopted must fit with teachers’ over-
burdened time constraints and the imperative to
reach all students, not just those who historically
have been reached (Henry, 2010)discourse, and so-
cial practice: Frameworks and applications in the
digital age: Frameworks and applications in the dig-
ital age</secondary-title></titles><pages>55-79</
pages><dates><year>2010</year></dates><-
pub-location>Hershey, PA</pub-location><pub-
lisher>IGI Global</publisher><isbn>1605668435</
isbn><urls></urls></record></Cite></EndNote>
and those who can be conveniently reached, online
or offline, during or after a pandemic.
Addressing perceived and actual resistance to
SJE will typically be seen as risking conflict or dif-
ficult situations such that conflict-averse persons
and institutions can prefer to allow on-going so-
cial injustices against marginalized and minoritized
peoples to continue. As such, further direct research
is necessary to better understand the roots of such
resistance, e.g., the on-going normalization of the
great replacement theory (Cosentino, 2020; Linders,
2020) or religious/political opposition to perceived
liberal agendas (Carrus, Panno, & Leone, 2018; Le -
vett-Olson, 2010).
social justice goals (and the perception that some-
how the oppressed are going to replace the dominant
culture) can be ameliorated through discomfort ap -
preciation, open discussion, and self-reflection. As
such, the participants’ counterarguments against
SJE in school curricula are illuminating and reveal
a potential willingness to adopt such materials pro -
vided that the approach addresses not only practical
time-constraint issues (both online and offline) but
also offers support buffers (from administrations)
to shield them against likely backlash. For teachers
more directly uncomfortable with such social justice
aims, administrative support structures and con-
versations in the classroom can afford a measure
of on-the-job professional development.
Finally, incorporating this research into the lim-
ited literature on social justice research in Costa Ri-
can education marks an important first step. While
future research might focus on student, parent, and
local school administrator perceptions and reactions
to SJE curricular content, leadership from top-level
curricular advisers is indispensable. Although the
proposed curriculum is intended to be adaptable,
the advisers’ concerns about teacher workloads
and aligning curricula with educational mandates
seems to have overshadowed that capacity in this
proposal. Nevertheless, if participants can express
uncertainty whether we are ready for a particular
conversation, what might they design instead? If a
juxtaposition of (heterosexual) domestic violence
and (lesbian) domestic bliss is unsettling, how might
one craft a socially just local narrative addressing
domestic violence and lesbian parenting—both
of which are already realities in the lives of some
students in classrooms? The adaptability of the
curricular material expressly includes and antici-
pates the necessity of local adaptation; in that way,
one can wonder what locally adaptive storybooks
could be articulated by stakeholders in rural, con-
servative areas around poverty, homosexuality, and
even dancing. Again, future research is needed to
explore this but requires decision-making leader-
ship to move forward rather than fall by the wayside
under a banner of not yet.
6. Recommendations
Two immediate ways to address some of the prac-
tical/logistical concerns expressed by participants
include (1) providing ready-to-use SJE materials or
(2) flexible, customizable templates useable in any
online and hybrid learning context. Both solutions
have advantages and limitations. Ready-to-use ma-
terials are convenient but afford little to no cus-
tomization; as such, their content will offer a poor
fit with the total student demographics classroom
to classroom and require additional in-classroom
discussion to navigate the gaps they miss. Alter-
natively, customizable templates can be tailored to
meet classroom demographics but require time to
build content (or will become an additional task for
time-burdened teachers to complete). This would
require prioritizing SJE so that reallocating avail-
able resources (or personnel) to tailor the mate-
rials appropriately is not opposed. In either case,
any solution adopted must fit with teachers’ over-
burdened time constraints and the imperative to
reach all students, not just those who historically
have been reached (Henry, 2010)discourse, and so-
cial practice: Frameworks and applications in the
digital age: Frameworks and applications in the dig-
ital age</secondary-title></titles><pages>55-79</
pages><dates><year>2010</year></dates><-
pub-location>Hershey, PA</pub-location><pub-
lisher>IGI Global</publisher><isbn>1605668435</
isbn><urls></urls></record></Cite></EndNote>
and those who can be conveniently reached, online
or offline, during or after a pandemic.
Addressing perceived and actual resistance to
SJE will typically be seen as risking conflict or dif-
ficult situations such that conflict-averse persons
and institutions can prefer to allow on-going so-
cial injustices against marginalized and minoritized
peoples to continue. As such, further direct research
is necessary to better understand the roots of such
resistance, e.g., the on-going normalization of the
great replacement theory (Cosentino, 2020; Linders,
2020) or religious/political opposition to perceived
liberal agendas (Carrus, Panno, & Leone, 2018; Le -
vett-Olson, 2010).
social justice goals (and the perception that some-
how the oppressed are going to replace the dominant
culture) can be ameliorated through discomfort ap -
preciation, open discussion, and self-reflection. As
such, the participants’ counterarguments against
SJE in school curricula are illuminating and reveal
a potential willingness to adopt such materials pro -
vided that the approach addresses not only practical
time-constraint issues (both online and offline) but
also offers support buffers (from administrations)
to shield them against likely backlash. For teachers
more directly uncomfortable with such social justice
aims, administrative support structures and con-
versations in the classroom can afford a measure
of on-the-job professional development.
Finally, incorporating this research into the lim-
ited literature on social justice research in Costa Ri-
can education marks an important first step. While
future research might focus on student, parent, and
local school administrator perceptions and reactions
to SJE curricular content, leadership from top-level
curricular advisers is indispensable. Although the
proposed curriculum is intended to be adaptable,
the advisers’ concerns about teacher workloads
and aligning curricula with educational mandates
seems to have overshadowed that capacity in this
proposal. Nevertheless, if participants can express
uncertainty whether we are ready for a particular
conversation, what might they design instead? If a
juxtaposition of (heterosexual) domestic violence
and (lesbian) domestic bliss is unsettling, how might
one craft a socially just local narrative addressing
domestic violence and lesbian parenting—both
of which are already realities in the lives of some
students in classrooms? The adaptability of the
curricular material expressly includes and antici-
pates the necessity of local adaptation; in that way,
one can wonder what locally adaptive storybooks
could be articulated by stakeholders in rural, con-
servative areas around poverty, homosexuality, and
even dancing. Again, future research is needed to
explore this but requires decision-making leader-
ship to move forward rather than fall by the wayside
under a banner of not yet.
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente128
asms and resistances among key educational stake-
holders for implementing curriculum to support
social justice education’s vital goals of fostering
equity, critical perspectives, anti-bias mindsets,
and mutual respect for all people in Costa Rica’s
educational system.
Key points of resistance include (1) hesitancy
about addressing certain social justice topics, par-
ticularly those pertaining to gender, sexuality, and
socioeconomics, (2) concerns about increases to
already overburdened teacher workloads, (3) meet-
ing governmental mandates about content and stan-
dards, and (4) claims to have already integrated spe-
cifically local/national SJE in curricula. These issues
underscore the need for a careful and thoughtful
approach and leadership around further advocating
the integration of SJE into Costa Rican education. In
particular, while the use of digital storybooks was
acknowledged as an innovative channel for promot-
ing bilingual literacy and social justice awareness,
they also highlight critical access problems due to a
worsening digital divide and the necessity to make
resources accessible to all students, regardless of
their socioeconomic background.
While this effort will necessarily involve sys-
tem-wide collaborative effort—from educators and
curriculum designers and parents, students, and
policymakers from the wider community—success-
ful integration of SJE especially hinges on leader-
ship able to find or adapt forms of curricula that
are comprehensive, meet government educational
goals and content mandates, and resist the social
reproduction of prevailing inequities and prejudic-
es in culture more widely. Finding what narratives
will work to support SJE goals, even in places where
resistance is anticipated, is the critical lynch-pin for
success. Future research is needed toward this end,
as Costa Rican education navigates these challenges
and draws on lessons learned to become a beacon
for other nations and make the social justice goals
of mutual respect and quality education for all stu-
dents a reality.
At root, SJE seeks to secure a presumably unob-
jectionable call for mutual respect among all people
(e.g., personal dignity, support for families and indi-
viduals, and the Costa Rican social justice principle
to live and be in the world with others). When the
benefits of social justice education are understood
as being for everyone, this already begins to mitigate
the potential for conflicts with those who perceive
such efforts as threats to their own differences and
identities.
6.2 Limitations
Like all qualitative research, this study’s gener-
alizability is limited by the particularity of its time,
place, and participants. In particular, the COVID-19’s
impacts on educational delivery, especially digitally/
remotely, may leave out or introduce themes char-
acteristic of education in general. (For instance, can
so-called sensitive topics be introduced more easily
in remote educational contexts?). Additionally, the
context of bilingual education (or even Spanish/En-
glish education particularly) in Costa Rica may have
culturally specific elements that limit the study’s
applicability to other online or offline bilingual ed-
ucation contexts.
Most importantly, the study did not directly
involve other key educational stakeholders, such
as teachers, students, parents, and school admin-
istrators, whose insights would provide an even
more holistic understanding of the challenges and
potentials of SJE in education. This limited focus of
stakeholder, however, is a necessary first step to
broader qualitative research around these issues.
This is because regional- and national-level advisers
occupy key leadership positions with respect to this
action and are tasked with approving or advocating
any curricula that downstream stakeholders would
encounter. Future research should aim to include
these perspectives for a more comprehensive view
of the subject.
6. Conclusion
This study highlights the burgeoning enthusi-
asms and resistances among key educational stake-
holders for implementing curriculum to support
social justice education’s vital goals of fostering
equity, critical perspectives, anti-bias mindsets,
and mutual respect for all people in Costa Rica’s
educational system.
Key points of resistance include (1) hesitancy
about addressing certain social justice topics, par-
ticularly those pertaining to gender, sexuality, and
socioeconomics, (2) concerns about increases to
already overburdened teacher workloads, (3) meet-
ing governmental mandates about content and stan-
dards, and (4) claims to have already integrated spe-
cifically local/national SJE in curricula. These issues
underscore the need for a careful and thoughtful
approach and leadership around further advocating
the integration of SJE into Costa Rican education. In
particular, while the use of digital storybooks was
acknowledged as an innovative channel for promot-
ing bilingual literacy and social justice awareness,
they also highlight critical access problems due to a
worsening digital divide and the necessity to make
resources accessible to all students, regardless of
their socioeconomic background.
While this effort will necessarily involve sys-
tem-wide collaborative effort—from educators and
curriculum designers and parents, students, and
policymakers from the wider community—success-
ful integration of SJE especially hinges on leader-
ship able to find or adapt forms of curricula that
are comprehensive, meet government educational
goals and content mandates, and resist the social
reproduction of prevailing inequities and prejudic-
es in culture more widely. Finding what narratives
will work to support SJE goals, even in places where
resistance is anticipated, is the critical lynch-pin for
success. Future research is needed toward this end,
as Costa Rican education navigates these challenges
and draws on lessons learned to become a beacon
for other nations and make the social justice goals
of mutual respect and quality education for all stu-
dents a reality.
At root, SJE seeks to secure a presumably unob-
jectionable call for mutual respect among all people
(e.g., personal dignity, support for families and indi-
viduals, and the Costa Rican social justice principle
to live and be in the world with others). When the
benefits of social justice education are understood
as being for everyone, this already begins to mitigate
the potential for conflicts with those who perceive
such efforts as threats to their own differences and
identities.
6.2 Limitations
Like all qualitative research, this study’s gener-
alizability is limited by the particularity of its time,
place, and participants. In particular, the COVID-19’s
impacts on educational delivery, especially digitally/
remotely, may leave out or introduce themes char-
acteristic of education in general. (For instance, can
so-called sensitive topics be introduced more easily
in remote educational contexts?). Additionally, the
context of bilingual education (or even Spanish/En-
glish education particularly) in Costa Rica may have
culturally specific elements that limit the study’s
applicability to other online or offline bilingual ed-
ucation contexts.
Most importantly, the study did not directly
involve other key educational stakeholders, such
as teachers, students, parents, and school admin-
istrators, whose insights would provide an even
more holistic understanding of the challenges and
potentials of SJE in education. This limited focus of
stakeholder, however, is a necessary first step to
broader qualitative research around these issues.
This is because regional- and national-level advisers
occupy key leadership positions with respect to this
action and are tasked with approving or advocating
any curricula that downstream stakeholders would
encounter. Future research should aim to include
these perspectives for a more comprehensive view
of the subject.
6. Conclusion
This study highlights the burgeoning enthusi-
129Educación
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Pedagogy and diversity: Enrichment and support
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(4th ed.). Thousand Oaks, CA: Sage.
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Pedagogy and diversity: Enrichment and support
for social work instructors engaged in social justice
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564-574. doi:10.1080/08841233.2014.952868
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Designing and providing inclusive ELT materials in
times of the global pandemic: a Chilean experience.
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How a lack of technology integration may impede the
development of multiliteracies among middle school
students in the United States. In Darren Lee Pullen,
Christina Gitsaki & Margaret Baguley (Eds.), Tech-
noliteracy, discourse, and social practice: Frameworks
and applications in the digital age: Frameworks and
applications in the digital age (pp. 55-79). Hershey,
PA: IGI Global.
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T., Garvin, L, & Cifuentes, L. (2024). Transforma-
tion or indoctrination through critical pedago-
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nology infusion in K-12. The Journal of Applied
Instructional Design, 13(2), 267–271. https://doi.
org/10.59668/1269.15654
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Social justice, equity, and diversity competencies
for teacher candidates. World Journal of Education,
10(2), 15-26.
Arao, B, & Clemens, K. (2013). From safe spaces
to brave spaces. In LM Landreman (Ed.), The art of
effective facilitation: Reflections from social justice
educators (pp. 135-150). Sterling, VA: Stylus.
Araujo, L, & Strasser, J. (2003). Confronting prej-
udice in the early childhood classroom. Kappa Delta
Pi Record, 39(4), 178-182. doi:10.1080/00228958.2
003.10516402
Brochin, C. (2019). Queering bilingual teaching
in elementary schools and in bilingual teacher ed-
ucation. Theory Into Practice, 58(1), 80-88. doi:10.1
080/00405841.2018.1536917
Carlisle, L, Jackson, B & George,. (2006). Principles
of social justice education: The social justice educa-
tion in schools project. Equity & Excellence in Educa-
tion, 39(1), 55-64. doi:10.1080/10665680500478809
Carrus, G, Panno, A, & Leone, L. (2018). The mod-
erating role of interest in politics on the relations
between conservative political orientation and de-
nial of climate change. Society & natural resources,
31(10), 1103-1117.
Carspecken, F. (1996). Critical ethnography in ed-
ucational research: A theoretical and practical guide.
New York City, ,NY: Routledge.
Cirik, I. (2015). Psychometric characteristics of
the social justice scale’s Turkish form and a structur-
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente130
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of Maryland, College Park, College Park, MD.
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Education and the Impact of Institutional Policies on
Educational Technologies.
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9415257.2020.1787194
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Digital transformation of everyday life–How CO-
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