Empowering Voices: Integrating Resistance and Empowerment Pedagogies in EFL Teaching in Palestine

Background/purpose. This research investigates how incorporating resistance and empowerment-oriented pedagogies into TEFL can serve as a vital tool for identity affirmation, preserving national culture, and fostering resistance against the occupation's systematic oppressive practices in the Palestinian context.

Materials/methods. The mixed approach was adopted to answer the study questions; a questionnaire was distributed to 33 EFL instructors to find out to what extent they incorporate resistance and empowerment pedagogies while teaching TEFL; the research also conducted semi-structured interviews with a group of 8 EFL instructors at a Palestinian university. The interview questions delve into the pedagogical approaches that can address the national needs and aspirations of EFL students at Palestinian universities, and to what extent they are being addressed by EFL teachers. They also investigated the challenges and opportunities associated with this approach and its impact on students’ language proficiency and their socio-political awareness.

Results. The findings show a strong tendency towards applying these pedagogies, yet emaciated and weak educational practices inside TEFL classrooms.

Conclusion. In the light of these findings, this study recommends several educational and pedagogical procedures for future consideration.

Keywords: TEFL, Resistance and empowerment pedagogies, the Palestinian context

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