Conceptualizing peace and social justice in English language teaching: Moving forward toward La Paz Total in Colombia

Abstract

This article examines the challenges faced by the English language teaching (ELT) field in Colombia in addressing issues of violence and social injustice through communicative skills. While Colombian education includes history and social studies courses that tackle these issues, ELT has struggled to integrate them meaningfully. To explore this gap, data were collected from a larger ethnographic project in a marginalized high school in Bogotá, where pedagogical practices centered on social justice and peace were examined. Framed by social justice and peacebuilding concepts, the study highlights how students’ understanding of these concepts is complex and interconnected. It reveals that teaching social justice and peace requires creating safe spaces for students to share their lived experiences, particularly in contexts of socioeconomic hardship. The article discusses the potential of language education to promote peace by fostering critical thinking and empowering students to engage with pressing social issues in conflict-affected settings.

Keywords

citizenship Colombia English teaching peace peacebuilding social justice

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