Pre-service English teachers’ intercultural awareness of othering: Insights from CLA
DOI:
https://doi.org/10.21831/hum.v31i2.102405Keywords:
Pre-service English teachers, Intercultural awareness, Othering, Critical Literary Approach, Postcolonial perspectiveAbstract
This study examines pre-service English teachers’ intercultural awareness of othering from a postcolonial perspective and explores the potential of the Critical Literary Approach (CLA) in EFL contexts. Twenty English education students from a state university in Yogyakarta, Indonesia, participated in the study. Data were collected through written reflections on the film Fences (2016) and analysed thematically using Miles, Huberman, and Saldaña’s (2014) framework. Findings show that nine students identified racial discrimination, one recognized gender inequality, while the others mainly interpreted the film as a family drama. Only half of the participants demonstrated awareness of postcolonial dimensions of othering. The findings suggest that CLA can create opportunities to examine power, inequality, and cultural difference through literary texts. Its use may also encourage critical dialogue and support the development of intercultural awareness. The study highlights the relevance of film-based literary pedagogy for integrating postcolonial and intercultural perspectives into Indonesian EFL teacher education.
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