(Non)religion: the missing link in critical language pedagogy

This paper addresses the critical omission of (non)religion within Critical Language Pedagogy (CLP), highlighting its centrality to fostering democratic and inclusive language classrooms. Drawing on Paulo Freire’s philosophy of critical pedagogy and dialogue, the paper argues that (non)religious identities shape classrooms’ ‘thematic worlds’ in profound ways. It critiques the privileging of dominant religious narratives and the marginalisation of nonreligious perspectives across educational contexts, particularly in English language teaching (ELT) materials. Through an anthropological lens, the paper challenges essentialist and monolithic portrayals of religion, emphasising the complexity and diversity of worldviews, including nonreligion. It proposes integrating (non)religion into CLP by engaging students as co-investigators in uncovering contradictions and limit-situations related to religious privilege. Practical classroom strategies are offered to foster nonreligious literacy, encourage critical reflection, and present marginalised voices often absent in ELT textbooks. Incorporating (non)religion into CLP not only challenges oppression but also extends Freire’s vision of ‘being more human’, transforming language education into a truly just and reflective practice that respects and values all learners’ identities.