An Introspective Enquiry Mutually Emplacing Teacher and Non-literate Former Refugee Students in Pedagogical Landscapes

Abstract

Searching to discover what it is that is in the self that is brought to the teaching role this study transports the teacher along a lived experience trajectory. Assuming an interface stance as teacher-learner, researcher-interpreter, narrator-writer, to find insightful meaning the inquiry glances back as it moves forward, emplacing the teacher with adult former refugee students in an empowering landscape that engenders self-learning and respect for diversity within a culture of education.