Keles, UfukYazan, BedrettinUzum, BaburhanAkayoglu, Sedat2024-09-252024-09-2520240742-051X1879-2480https://doi.org/10.1016/j.tate.2024.104529https://hdl.handle.net/20.500.12491/13557Utilizing critical discourse analysis, this study explored how teacher candidates from T & uuml;rkiye (TCTs) (re)produced the East/West binary extant in hegemonic socio-economic and sociopolitical discourses while discussing educational and gender inequalities during telecollaboration with their peers from the US. The TCTs had dichotomous views about T & uuml;rkiye's education system (eastern schools, understaffed and lacking resources; western schools, established and affluent). Gender wise, the TCTs had similar opinions (eastern women in domestic roles with little education/western women as educated and working). These reductionist representations aligned with hegemonic discourses. Teacher education programs should address such stereotypes to improve TCs' social justice awareness.eninfo:eu-repo/semantics/closedAccessEducational inequalityTelecollaborationTeacher candidatesELT in T & uuml;rkiyeGender inequality in T & uuml;rkiyeGender disparity in T & uuml;rkiyeT & uuml;rkiye's education systemEast vs. West binaryArticle10.1016/j.tate.2024.1045291422-s2.0-85186967357Q1WOS:001223997100001N/A