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Reflections of EFL university instructors on teaching and learning after the revolution in Egypt

Reflections of EFL university instructors on teaching and learning after the revolution in Egypt Purpose – The purpose of this paper is to explore the different ways through which the revolution has influenced teaching and learning in Egyptian universities after January 25, 2011. Design/methodology/approach – Through detailed life‐history interviews with two female university instructors, the researcher aimed to find out how the revolution has influenced the identities of the instructors and their perspectives on teaching and learning. Findings – One can see that the revolution has not only helped university instructors question what the new roles of their professional selves should be but also directly affected the way they viewed teaching and learning. The revolution did not only help teachers shape their new personal and professional identities but also drew their attention to new educational landscapes that they were not allowed to explore before. Research limitations/implications – One of the recommendations of the study is that more large‐scale research should be conducted to learn about the hopes and dreams of teachers in post‐revolutionary Egypt in order to align that with educational reform and development agendas. Originality/value – Although it is just a case study of two university instructors, this study serves as a starting point from which one can understand the link between education and the community and the role that instructors can play in bridging the gap between what happens inside the classroom and what is taking place in the world outside. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education, Business and Society: Contemporary Middle Eastern Issues Emerald Publishing

Reflections of EFL university instructors on teaching and learning after the revolution in Egypt

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Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
1753-7983
DOI
10.1108/17537981311314673
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to explore the different ways through which the revolution has influenced teaching and learning in Egyptian universities after January 25, 2011. Design/methodology/approach – Through detailed life‐history interviews with two female university instructors, the researcher aimed to find out how the revolution has influenced the identities of the instructors and their perspectives on teaching and learning. Findings – One can see that the revolution has not only helped university instructors question what the new roles of their professional selves should be but also directly affected the way they viewed teaching and learning. The revolution did not only help teachers shape their new personal and professional identities but also drew their attention to new educational landscapes that they were not allowed to explore before. Research limitations/implications – One of the recommendations of the study is that more large‐scale research should be conducted to learn about the hopes and dreams of teachers in post‐revolutionary Egypt in order to align that with educational reform and development agendas. Originality/value – Although it is just a case study of two university instructors, this study serves as a starting point from which one can understand the link between education and the community and the role that instructors can play in bridging the gap between what happens inside the classroom and what is taking place in the world outside.

Journal

Education, Business and Society: Contemporary Middle Eastern IssuesEmerald Publishing

Published: May 10, 2013

Keywords: Egypt; Universities; Academic staff; Teacher identities; Social and political reform movements; Teaching and the community; EFL teaching and learning; Higher education; Social change

References