ABSTRACT
This chapter describes an ethnographic case study of adolescent students and their teachers. These teachers incorporated social justice and peacebuilding topics as the content for their English language learning. The study took place in a neighborhood in the southwest of Colombia’s capital city, shared by a variety of marginalized peoples during eight months in 2018. The participants in the study were three English teachers—Sol, Hadasa, and Camello—and their students. The teachers have each been teaching English for more than 20 years in different public and private schools in Colombia and self-identified as either Christian or Catholic. One of the school’s projects for the 2018 academic year was called Proyecto de Vida, in which the main goal was to provide students with the necessary skills to navigate the labor system after graduation. With this goal in mind, Hadasa created a project called “Hopes and Dreams,” which provided a vision board where students could envision themselves in the future.
