Exploring the effect of social justice on cultural sensitivity among middle school English teachers

This research investigates how social justice and cultural sensitivity are related within the framework of critical pedagogy in secondary schools in Şanlıurfa, Türkiye, a city famous for its rich cultural diversity. The study is based on the principles of critical pedagogy and examines how English language teachers' ideas about social justice affect their cultural sensitivity in classrooms filled with multicultural dynamics. The research also sheds light on how demographic factors such as educational qualifications, professional development, age, and educational experience affect cultural sensitivity practices of social justice. In this research, a quantitative approach was used with validated measurement tools for cultural sensitivity and social justice. Descriptive, inferential, correlational and regression statistical analyses were used to determine the perceptions of participants, differences between demographic variables, and the effect of social justice perception on cultural sensitivity. The findings, which showed a strong predictive relationship between feelings of social justice and cultural sensitivity, emphasized how important it is for educational environments to be equitable and inclusive. This study aims to contribute to the growing literature on inclusive education by considering cultural sensitivity and social justice within the broader context of critical pedagogy. It also provides important insights for teacher training programs, curriculum reforms, and educational policy development.