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Domestic violence (DV) is a widespread social phenomenon, adversely impacting public mental and physical health. The abatement of such issue necessitates a priori social awareness and a posteriori social support. With that in mind, the present study aimed at disclosing dominant discursive constructions of DV among Iranian Instagram users. Driven by Fairclough’s (1992) notion of “moments of crisis,” critical discourse analysis was employed as the theoretical framework to elucidate the results obtained from 1,028 comments on nine DV-related posts. Our primary objective was to uncover Iranian Instagram commentators’ perception of the causes and consequences of DV as well as the perpetrator and victim’s roles through probing into the embedded social values and assumptions underpinning such discursive constructions represented within comments. Meticulous inspection of the data yielded six major themes, namely, (a) blaming the responsible, (b) offering solutions to the victims, (c) portraying the male perpetrators, (d) overgeneralizing the transgression, (e) disregarding men’s rights, and (f) portraying the female perpetrators. The results indicated that female and male commentators held dissimilar perspectives with regard to DV and that though the conceptualizations of DV were not destitute of prejudice, both perpetrators and victims were encouraged to take requisite steps to minimize the adverse impact of DV on their families and relations as well as on social and public health. The discursive themes identified in the current work may serve as the stepping stone toward the mitigation of DV within society.

Teaching, as a physically, emotionally, and socially demanding profession, subjects teachers to multiple sources of stress and challenge, jeopardizing their wellbeing and adversely affecting their performance in turn. English language teaching is no exception to this unwelcome trend. The study of the factors affecting English as a foreign language (EFL) teachers’ perceived wellbeing in the workplace environment allows us insight into how teacher wellbeing can be enhanced and maintained in the face of challenges. Accordingly, the present study aimed to investigate Iranian EFL teachers’ perceived wellbeing in the workplace environment from an activity theoretic perspective. To that end, the wellbeing of 15 in-service EFL teachers was examined. Data were collected through a narrative frame and semi-structured individual interview and were thematically analysed using NVivo 12 to cast light on the factors that boost or mitigate the participants’ wellbeing. Findings demonstrated how six factors – namely learners, colleagues, institutional authorities, institutional rules and regulations, workload, and the status of EFL teachers – define the participants’ wellbeing. The factors are mapped onto the six key elements of activity theory to display how individual and collective dimensions of educational milieus interact in molding teachers’ wellbeing. Pedagogical implications and avenues for future research are outlined.

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