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    Applying the role critical pedagogy in ELT through art and drama
    (Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Cebeci, Mustafa Ahmet
    This study explores the role of critical pedagogy in English Language Teaching (ELT) through the mediums of art and drama, drawing on Paulo Freire's principles of fostering critical consciousness among learners. By integrating the challenging and thought-provoking artworks of Mona Hatoum, this research aims to delve into how art and drama can enhance critical thinking, cultural awareness, and social justice in ELT settings. The methodological approach is quantitative and qualitative, situated within the interpretive research paradigm, and focuses on the experiences, beliefs, and interpretations of 18 participants aged 23 to 24 enrolled in an ELT program. These participants were purposively selected for their interest in art as a medium for language learning and their willingness to engage in reflective practices, with a diversity of linguistic and cultural backgrounds considered to enrich the interpretive depth of the study. Data collection methods include critical pedagogy principles scale, reflective journals, semi-structured interviews, and participant observations during workshops and discussions. These instruments are designed to capture the participants' reflective processes and interpretations of Hatoum's artworks, their emotional and cognitive responses, and the impact of these experiences on their language learning and critical thinking skills. The study also examines how engagement with art and drama influences participants' understanding of cultural and social issues. Through thematic analysis of the collected data, the research aims to identify recurring themes, patterns, and insights that emerge from the participants' reflections and interpretations. This analysis is guided by principles of reflexivity to ensure an accurate representation of participants' experiences. Ethical considerations, including informed consent and confidentiality, are rigorously adhered to, with approval obtained from the institutional review board. The inclusion of art analysis, drama workshops, and reflective sessions is intended to provide participants with a comprehensive understanding of critical pedagogy and Mona Hatoum's art, enhancing their analytical skills and fostering a deeper, experiential comprehension of socio-political issues. This study contributes to the field of ELT by demonstrating the potential of art and drama to facilitate a more engaging, reflective, and transformative learning experience, aligned with the goals of critical pedagogy.