<scp>SOCIAL JUSTICE AND THE LANGUAGE CLASSROOM</scp> : <scp>REFLECTION</scp> , <scp>ACTION</scp> , <scp>AND TRANSFORMATION</scp> , By Deniz OrtaçtepeHart, Edinburgh University Press. <scp>ISBN</scp> 978–14744–9176‐1 (Paperback, Price <scp>USD</scp> 2

In the past two decades, there has been a surge of interest in social justice language education (Ortatepe Hart & Martel, 2020).A considerable proportion of this scholarship disputes the notion that language is only referential or descriptive and, instead, posits that language is fundamental to mediating and transforming human activity.Against this background, the book under review is a valuable contribution to the field, which providing both new perspectives for inquiry into issues of social justice and practical strategies to be adopted by the language teacher.While discussing the different chapters and sections of the book, we present a review of the highlights and observations for further inquiry.The book is structured into three main parts and eight chapters.Part 1, "Language Teaching for Social Justice," serves to shed light on the central concepts of social justice and how they are manifested in education.Chapter 1, for example, engages the reader with an illustration of the concepts of ideology, hegemony, and oppression and then presents social justice on a continuum of politics of recognition and politics of redistribution.Chapter 2 discusses critical pedagogy, one of the most notable critical frameworks in education, and draws on the teachings of Freire in accounting for education as a political act, necessitating, therefore, an ongoing engagement with praxis to create a transformative liberatory education.Inspired by critical language awareness, Chapter 3 unravels the nexus between language, power, and ideology and demonstrates how various hegemonic ideologies and oppressive practices are enacted through the discursive use of language.This chapter also underlines the need to go beyond the "tokenism" (p.47) approach sometimes represented in multicultural education, to adopt a broader view of social justice at a societal/institutional level.Curriculum design and materials evaluation are scrutinized in Chapter 4 where the author proposes strategies to incorporate social justice content in the