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

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.

Citation

Gehad Waly, S. (2013), "Reflections of EFL university instructors on teaching and learning after the revolution in Egypt", Education, Business and Society: Contemporary Middle Eastern Issues, Vol. 6 No. 1, pp. 4-14. https://doi.org/10.1108/17537981311314673