More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections
Original Article
Journal of Transformative Praxis, Volume 2, Issue 1, 2021, 54-72, https://doi.org/10.51474/jrtp.v2i1.524
Online publication date: Jun 30, 2021
Publication date: Dec 31, 2021
Views: 42 | Downloads: 30
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APA
In-text citation: (Kafle, 2021)
Reference: Kafle, H. R. (2021). More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis, 2(1), 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Reference: Kafle, H. R. (2021). More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis, 2(1), 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kafle HR. More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis. 2021;2(1):54-72. https://doi.org/10.51474/jrtp.v2i1.524
Reference: Kafle HR. More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis. 2021;2(1):54-72. https://doi.org/10.51474/jrtp.v2i1.524
AMA
In-text citation: (1), (2), (3), etc.
Reference: Kafle HR. More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis. 2021;2(1), 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Reference: Kafle HR. More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis. 2021;2(1), 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Chicago
In-text citation: (Kafle, 2021)
Reference: Kafle, Hem Raj. "More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections". Journal of Transformative Praxis 2021 2 no. 1 (2021): 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Reference: Kafle, Hem Raj. "More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections". Journal of Transformative Praxis 2021 2 no. 1 (2021): 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Harvard
In-text citation: (Kafle, 2021)
Reference: Kafle, H. R. (2021). More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis, 2(1), pp. 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Reference: Kafle, H. R. (2021). More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections. Journal of Transformative Praxis, 2(1), pp. 54-72. https://doi.org/10.51474/jrtp.v2i1.524
MLA
In-text citation: (Kafle, 2021)
Reference: Kafle, Hem Raj "More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections". Journal of Transformative Praxis, vol. 2, no. 1, 2021, pp. 54-72. https://doi.org/10.51474/jrtp.v2i1.524
Reference: Kafle, Hem Raj "More than a 'Jágir': Representation of transformative ethos in English teachers’ solicited reflections". Journal of Transformative Praxis, vol. 2, no. 1, 2021, pp. 54-72. https://doi.org/10.51474/jrtp.v2i1.524
ABSTRACT
This article is based on a generative reading of six English teachers’ solicited responses to reflective questions framed by undergraduate students of science, engineering and management in Kathmandu University. The reading unfolds four aspects of ethos in the participants – spontaneity, specialties, specialization and stability – and six frames of reference corresponding with the transformative journey of each participant – teaching is living, made for teaching, making things happen, empowering female students, performing the ideal image and positioned in the opposition. The paper further infers three general traits of the participants as transformed teachers: first, the personality that transcends grumbling and regretting for trivial lacunae involved in the field of teaching; second, the portrayal of a positive picture of teaching as a gifted field; and third, empathy for the students and emphasis on their responsibility of bringing positive changes in students’ lives and in the society at large.
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This work is licensed under a Creative Commons Attribution 4.0 International License.