NAVIGATING GENDER AND FAITH-BASED NORMS IN HOLISTIC ENGLISH INSTRUCTION: AZERBAIJANI TEACHERS’ PERSPECTIVES

Abstract

This study explores how English language teachers in Azerbaijani private schools interpret and implement holistic pedagogy amid gender and religious sensitivities.

The article employed a convergent mixed-methods approach involving 35 teachers through surveys, interviews, as well as 40 classroom observations across seven urban schools. Quantitative data showed that 71% adjusted lesson content due to gender norms, while 60% avoided religious topics.

Thematic analysis revealed three key issues: superficial gender responsiveness, symbolic treatment of religion, and institutional constraints shaped by cultural conservatism and policy ambiguity. It is maintained that although holistic education is formally supported, classroom practice tends to emphasize motivation and harmony over critical thinking, ethical reasoning, or identity formation.

Teachers often avoided sensitive subjects due to fear of backlash, though some expressed interest in addressing them with clearer guidance and support.

The study concludes with ten actionable recommendations to better align holistic educational ideals with inclusive teaching practices in culturally conservative and post-Soviet contexts.