Language, Power, and Pride: Transforming Teacher Education in Kuwait Through Critical Pedagogy

This study examines how embedding critical pedagogy principles into a ‘History of English’ course can transform pre-service English teachers' pedagogical philosophies, critical consciousness, and reflective practices. Drawing on qualitative data, the research revealed significant shifts in participants' understanding of linguistic diversity, socio-political dynamics, and equitable educational strategies. Participants developed a deeper awareness of the relationship between language and power, recognizing the importance of challenging linguistic hierarchies and promoting cultural pride. The findings highlight the complexities of adapting critical pedagogy for younger learners, particularly in balancing nuanced ideas with age-appropriate methods. Additionally, the study emphasizes the need for teacher education programs to integrate these principles more comprehensively into curricula, ensuring that future educators are equipped to foster socialjustice, equality, and a positively aware engagement with the language in their classrooms. By reshaping how educators understand and approach their roles, critical pedagogy demonstrates the potential to create more inclusive, empowering, and equitable learning classroom environments.