Growing Literacy of Resistance in “the Curriculum Garden” of Resistance Language and Literature

Recognizing the cultural political dimensions of  ELT curriculum and instructional materials and the necessity for their contextualization, this qualitative study explores how codes and themes of Language and Literature of Resistance presented in learning by design pedagogy and framed in trilogy of mujaawarah (group gathering), yuhsen (the best possible), and muthanna (quality pair) elaborated by Fasheh (2015), may pave the way for joining foreign language learning and Iranian Islamic Revolution’s pedagogy, pedagogy of resistance, in ELT curriculum development and implementation besides provoking literacy. The findings in this study demonstrated that the ELT curriculum, as marinated in the language and thought of resistance, can bring meaning and life to the act of language learning by providing Iranian language learners with literacy of resistance which invites emancipation from indifference and routine life. This type of literacy, which esteems individual reflections and meaning making, inspires learners to pursue the improvement and transcendence within themselves and their milieu by growing their insight and engagement (commitment to their being).