Academic Staff

Biography

Assistant Lecturer Hema Ahmed Hamza. Bachelors in English Language at Koya University. MA in English Literature at UKH. PhD student at university of salahaddin. Currently writing my PhD thesis about Kurdish refugees dilemma. Lecturer at University of Raparin. I have taught first year students Introduction to English Literature, Second year novel and short story and fourth year's Literary Criticism. Currently, I'm a PhD student and busy with writing my PhD thesis .

Philosophy of Teaching

My philosophy of teaching English Literature is grounded in the belief that literature is a powerful tool for developing critical thinking, cultural awareness, empathy, and effective communication skills. For students in Colleges of Education, literature serves not only as an academic subject but also as a means of preparing future educators to understand diverse human experiences and to foster intellectual growth in their own classrooms.

I believe that learning literature should be student-centered, interactive, and reflective. Students should actively engage with literary texts rather than merely memorize information about authors, periods, or literary movements. Through discussion, analysis, interpretation, and creative response, students develop the ability to think independently and express their ideas clearly and confidently.

Literature provides opportunities for students to explore universal themes such as identity, culture, justice, gender, power, and human relationships. By examining different perspectives presented in literary works, students become more open-minded and culturally sensitive. This is particularly important for future teachers who will work with diverse learners and communities.

In my teaching, I encourage students to connect literary texts with their personal experiences, social realities, and contemporary issues. Such connections make literature meaningful and relevant while promoting deeper understanding. I also emphasize the importance of close reading, textual analysis, and evidence-based interpretation to strengthen students’ analytical and academic writing skills.

As an educator, I strive to create an inclusive and supportive learning environment where all students feel valued and respected. I recognize that students come from different linguistic, cultural, and educational backgrounds, and I adapt my teaching methods to accommodate these differences. Collaborative learning, group discussions, presentations, and technology-enhanced activities are incorporated to promote engagement and active participation.

Furthermore, I believe that future teachers should not only study literature but also learn effective strategies for teaching it. Therefore, I model instructional techniques that encourage inquiry, creativity, and critical reflection. By experiencing these approaches firsthand, students can apply them in their future teaching careers.

Ultimately, my goal is to inspire students to become lifelong readers, critical thinkers, and reflective educators. Through the study of English literature, they can develop the intellectual, emotional, and professional skills necessary to contribute positively to society and to the educational development of future generations.

Key Principles

1. Student-centered learning: that encourages active participation.
2. Critical thinking and analytical skills: through literary interpretation.
3. Cultural awareness and empathy: through exposure to diverse texts.
4. Connection between literature and real-life experiences
5. Inclusive and supportive classroom environment.
6. Development of communication and academic writing skills.
7. Preparation of future teachers through effective pedagogical practices.
8. Promotion of lifelong reading and reflective learning