PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung. (PFLB)

This special issue contains the work of eight authors who were at the time of writing their articles pre-service teachers (most of them specifically: students) of English Language Education at Bielefeld University. The authors started to focus on Critical English Language Education in various moments during their professionalisation, from very early in their Bachelor studies to later on in their Master degree programmes. They all, however, have one common goal: to better understand, analyse and reshape the discource dedicated to questions of social justice and teacher education. The articles represent both empirical research on the ways both in-service and pre-service teachers position themselves towards social justice education and conceptual research that shows at the example of various analog and digital materials how English language lessons can relate to social justice topics.