Challenging Symbolic Violence: Implementing Humanizing Multilingual Pedagogies in English Language Teacher Education in Türkiye

This study examines the implementation of humanizing equity and identity-oriented multilingual pedagogies (HEIMP) in a Turkish English Language Teacher Education program, focusing on how these pedagogies challenge the symbolic violence, or practices that reify the subordination of certain social groups, inherent in traditional educational structures (Bourdieu & Passeron, 1990). This paper draws from works that prioritize TC’s funds of knowledge and identities as well as their journeys of becoming multilingual (Gonzales et al, 2006; Esteban-Guitart & Moll, 2014; Canagarajah, 2019; Neville & Johnson, 2022). Through case studies of two teacher candidates (TCs), we explore divergent responses to a course designed to disrupt hierarchical power dynamics in linguistically diverse classrooms. 

Using narrative inquiry methods (Clandinin & Connelly, 2004), we thematically coded. and recursively analyzed language autobiographies and reflections to illuminate how participants negotiate the shift from teacher-centered, exam-focused norms to student-centered, participatory learning. Findings reveal a significant onto-epistemic shift in one participant, Murat, who deconstructs internalized educational paradigms and reimagines teaching practices. Conversely, Ali expresses discomfort with non-traditional participation modes and assessment practices, highlighting the deep-rooted nature of symbolic violence in educational contexts.

The study demonstrates how HEIMP can challenge the reproduction of educational practices that perpetuate symbolic violence (Bourdieu & Passeron, 1990). By fostering open dialogue about cultural and linguistic backgrounds, the course encourages TCs to question established power dynamics and language ideologies. This approach, while transformative for some, proves "incompatible with the function of reproducing the intellectual and moral integration of the legitimate addressees" (Bourdieu & Passeron, 1990, p. 12) in the Turkish context.

Our research highlights the potential for transformation and the resistance encountered when challenging deeply ingrained educational norms within language teacher education, offering insights into the complex process of disrupting symbolic violence in teacher preparation programs.