Articles

Generative Friction in Pedagogy: Integrating Global Critical Methodologies into the Teaching of Azerbaijani Language and Literature

ABSTRACT

This article revisits the concept of "generative friction"—the productive tension that arises from the interaction between established local knowledge systems and external global influences and applies it directly to the field of Azerbaijani language and literature pedagogy. We argue that the challenges posed by globalization, modern pedagogical theories, and digital technologies are not threats to the integrity of Azerbaijani language and literature education, but rather are catalysts for profound innovation and evolution. The paper is structured to address the journal's key direc-tions. First, it presents a comparative analysis of traditional Azerbaijani teaching methods and modern global pedagogies (such as constructivism and critical pedagogy), proposing a hybrid model that enhances student engagement and critical thinking. Second, it tackles the crucial issue of language purity, reframing the influx of global loanwords not as corruption, but as a dynamic process that can be pedagogically leveraged. Third, it explores the integration of digital tools and AI, demonstrating how technology can be used to both preserve cultural heritage and promote Azerbaijani literature internationally. Finally, it advocates for applying global literary-critical lenses (e.g., post-colonial, feminist, and reader-response theories) to canonical Azerbaijani texts, arguing that this approach deepens understanding and prepares students for a globalized intellec-tual landscape. By embracing the "generative friction" between the local and the global, educa-tors can foster a more resilient, dynamic, and internationally resonant approach to teaching Azer-baijani language and literature.

KEYWORDS

generative friction, Azerbaijani language pedagogy, digital humanities, critical pedagogy, hybrid teaching models