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Kadi-Hanifi, Karima (2010) Teachers as Theorists. International Journal of Learning and Change, 4 (3). pp. 206-216. ISSN 1740-2875 (Print) 1740-2883 (Online)
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Abstract
This paper addresses the tensions that exist between policy-makers and practitioners about what learning and teaching should really be about. It adds to the collective reflection on what learning is about and how we should never stop engaging in reflection about it in an active, revolving and changing manner. Similarities between second language learning and generic learning intersperse the reflective account as the author looks through the lenses of her own disciplines of Linguistics and English as a Second Language. The reflection digs deep into the emotions of a critical pedagogue and is finally channelled into a ‘pedagogy of hope’ for a better future.
| Item Type: | Article |
|---|---|
| Uncontrolled Discrete Keywords: | critical pedagogy, critical reflection, higher education, universities, post-16, lifelong learning, teaching, English language, speakers, other languages, TESOL, transformatory learning, teachers, theorists, policy-makers, practitioners, collective reflection, second language, generic learning, United Kingdom, UK, linguistics, pedagogues, change, challenges |
| Subjects: | L Education > LC Special aspects of education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education L Education > L Education (General) |
| Divisions: | College of Arts, Humanities and Education > School of Education |
| Depositing User: | Karima Kadi-Hanifi |
| Date Deposited: | 09 Feb 2012 10:22 |
| Last Modified: | 08 Jun 2021 09:24 |
| URI: | https://eprints.worc.ac.uk/id/eprint/1438 |
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