@article{2017,title={Views of Turkish Efl Instructors on Critical Pedagogy},abstractNode={This study intends to examine views of Turkish EFL instructors on critical pedagogy. The participants (N=9) were experienced instructors working at two Turkish universities. This study was designed as qualitative and descriptive including open-ended questionnaire. The participants were informed that they would be interviewed about critical pedagogy. They were given detailed information about the content of critical information. After this stage, they were given open-ended questions. 12 experienced instructors from two Turkish universities were asked whether they used aspects and dimensions of critical pedagogy in their classrooms. The data were analyzed using inductive content analysis. Inductive content analysis allows researchers to discover new concepts while examining the data. In line with this approach, the data obtained from the participants were analyzed in accordance with the aspects and dimensions identified in critical pedagogy. The findings of the study show that the participants avoided using on-the-agenda topics to discuss in classroom settings since certain topics, particularly political issues, were found risky. The participants tended to follow the topics covered in course books. Therefore, some discussion topics on the agenda were consciously framed, primed and selected. Teachers can take initiatives and warm up learners by presenting less risky topics to help them adapt themselves to topics not represented in course books or curriculum. In addition, teachers can show learners videos about how students from other cultures debate risky or taboo topics. This kind of application can help them take these as role models. Teachers should endeavor to create a democratic environment for learners to have the opportunity to discuss topics identified in critical pedagogy. In future studies, critical pedagogy in ELT can be initiated at primary schools so that a democratic culture can be developed at early ages to take action, responsibilities, and initiatives. Adoption of this pedagogical approach may activate new paradigms and parameters for both teachers and learners in foreign language teaching context.},author={Eser ÖRDEM-- Ceyhun YÜKSELİR},year={2017},journal={Journal of Turkish Studies}}