
Revista Pensamiento Actual - Vol 24 - No. 43 2024 - Universidad de Costa Rica - Sede de Occidente
126
too overburdened with responsibilities—and are
in solidarity with calls that teachers and local ad-
(Le
adequate support from administrations as well, to
foster anti-bias classroom environments toward so-
Contrary to concerns about the ability of students
to handle these or , this
study discloses that social justice issues around dif-
ference and identity are not brand-new to students
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
-
ters of the school community can be expected, the
-
ference and identity (e.g., sexual orientation, gender
potential for raising awareness about those critical
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
-
expenditures on social safety nets.
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
and imagining or anticipating resistance from some
teachers, students, or parents, especially in religious
countryside settings. More generally, there was only
-
appropriate to place on teachers.
On this point, it is imperative to remember: while
from people already holding socially unjust opinions
about difference and identity, the silences around
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 -
is not also questioned for the ways that it presents
Equally, if EFL advisers are unsure if we are ready
for a discussion about homosexuality, then this side-
-
slanted and inaccurate representations of them by
religious conservatives. Or again, why is a frame-
concerns-
ing the existencecontro-
versycontroversy
; denigration
of their humanity is. When these concerns—which
are certainly not unfamiliar—become an excuse
non-conver-
sations and silence about their existence every day.
Avoiding imaginable
not be allowed to be called social justice.
-
mixed
feelings
around the teaching of social justice issues of dif-