Returning to our SELF, Cultivating Transformative Learning: Rumi’s Stories in English Classes
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Abstract
English globalization intermingled with cultural and linguistic imperialism encompasses hegemonic influences, endeavoring to stealthily spread ideologies and values of the West into local cultures. English Language Teaching (ELT) contexts are academic spheres in which such domineering forces are tangibly conceived as the curriculum and English materials can become footpaths of this monopoly whereby students and teachers (sub) consciously capitulate to oppressive colonization. However, a focus on nurturing and promoting local enriching cultures and classical literature can be a step which counterbalances such furtive movements and releases students’ nomadic potentiality in learning. As such, in this participatory action research, the researcher attempts to transcend the confines of top-down imposed curricula and embrace a non-linear curriculum inspired by Rumi’s stories and philosophies. The participants involved 18 female English learners of a private language institute at advanced level who for three semesters participated in this transformative journey. Thematic analysis of triangulated data gathered through participant observation, semi-structured interview, field notes, and journaling unveiled themes illuminating students’ de-marginalization from governing ideologies, their roles as insiders within the curriculum, evolution of morality, spirituality, and wisdom, and critical awareness and reflective thinking growth.
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