Title: Teachers as theorists


Author: Karima Kadi-Hanifi


Address: University of Worcester, Institute of Education, Henwick Grove, Worcester, WR2 6AJ, UK


Journal: Int. J. of Learning and Change, 2010 Vol.4, No.3, pp.206 - 216


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, English language 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.


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.


DOI: 10.1504/IJLC.2010.035831




Editors Full Text AccessAccess for SubscribersPurchase this articleComment on this article