A Reflection on the Transformation of My SELF as an English Teacher: A Critical Journey Towards a New Becoming

ABSTRACT

This essay shows how I came to assume the role of an activist-scholar and educator through engaging in self-observation and self-reflection in the course of my day-to-day professional practice. The story of my professional growth comprises epiphanies that were transformational, enabling me and my students to transcend our traditional roles. This critical adventure occurred in an Iranian language institute where I was able to implement a curriculum inspired by principles of critical pedagogy and Rumi’s literary texts. I drew on material from divergent sources to develop and understand my transformed self. My story illustrates my departure from domineering syllabi, how I embraced alternative roles, and became what I call a ‘nomad’ educator. My aim is to show how teachers can bridge the theory-practice gap to implement a curriculum that is congruent with their internal selves and their students’ souls, thoughts, and lived culture.

KEYWORDS:

• Teaching English as a foreign language
• professional learning
• transformation of professional identity
• nomadic curriculum
• self-reflection

Acknowledgments

The author would like to express her thanks to Brenton Doecke and John Yandell for their constructive feedback and insightful comments on the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Parvin Safari

Parvin Safari holds a doctorate in ELT (English Language Teaching), graduating from Shiraz University, Iran. An independent researcher, her research areas include: critical studies of language education, qualitative studies, autobiographical qualitative research, ethnographic studies, identity and language learning/teaching, language policy, critical language testing, and teacher education. She has published papers in international journals, including: Qualitative Research in Education; Journal of Language, Identity and Education; Policy Studies; Policy Futures in Education; Professional Development in Education; Multidisciplinary Journal of Educational Research; Journal of Education 3-13; Interchange; Journal of Social Science Education; and Issues in Educational Research.