“When a fox desires to be yuman”: exploring English teacher’s practice of critical literacy instruction: lessons learned from an Indonesian junior high classroom

Purpose This study aims to adopt a narrative approach to explore and evaluate the implementation of critical literacy instruction in an English classroom at a recently established private junior high school in South Jakarta, Indonesia. Design/methodology/approach Qualitative data for this single-case study were gathered through Instagram posts, interviews and students’ written and creative works. Findings The findings suggest that critical literacy practices can foster meaningful learning experiences in EFL classrooms, highlighting its potential as an integral component of English language education. Research limitations/implications This study highlights the benefits of integrating critical literacy in secondary English classrooms but acknowledges limitations in supporting students with special needs. Tailored scaffolding and differentiated instruction are necessary to ensure inclusivity. Future research should explore effective strategies for diverse learners, longitudinal impacts of critical literacy on cognitive and ethical development, and its role in addressing biases and promoting social justice. Practical implications The findings provide the value of using relatable literary texts like Fox 8 to foster critical thinking, empathy and social awareness in students. Educators should implement adaptive pedagogical strategies, emphasizing differentiated instruction and tailored scaffolding to accommodate diverse learner needs, especially those with special needs. Social implications This study emphasizes the transformative potential of critical literacy in fostering empathy, ethical reasoning and social justice awareness. By examining societal norms, cultural values and ethical dilemmas through literature, students develop the capacity to navigate complex social environments and recognize biases. The findings advocate for inclusive educational practices, highlighting the need to support diverse learners, including those with special needs, in engaging with critical literacy activities. These insights contribute to broader efforts to create equitable learning environments that empower students to address real-world challenges and foster a sense of responsibility toward societal change and active citizenship. Originality/value This research contributes uniquely to critical literacy pedagogy by illustrating how Fox 8 can bridge literature and real-world issues, fostering critical engagement with environmental and social themes. This study emphasizes the importance of adaptive strategies to address diverse student needs, particularly for those with special needs, within the framework of Lewison et al. (2014) and Janks (2010). It provides practical insights for educators seeking to enhance critical thinking and social justice awareness in diverse classrooms. This study’s focus on inclusivity and long-term impacts highlights its originality and value in advancing equitable and effective critical literacy practices.