I believe that teaching and research are interrelated activities as both inform each other. With my interest in critical applied linguistics, I consider teaching to be situated within a critical stance with a pedagogical aim to raise critical language awareness of the students and help them understand how the human world is both enabled and constrained by the language(s) and a variety of semiotic modalities. Thus, as a teacher informed by reflexivity and criticality, I take it my pedagogical commitment to help students in my class to unpack the ideologies that contribute to social injustices and inequalities at various levels – gender, class, ethnicity, religion. I am critically aware of the fact that we live in an unequal world characterized by various social, educational, and economic imbalances. In such situations, teachers’ utmost responsibility is to transform such oppressive conditions produced by colonial histories as well as contemporary forms of control – discursive as well as material. Accordingly, I view knowledge as a politically motivated and socially constructed entity that enacts a symbolic violence on learners, teachers and other stakeholders in the academia. The role of teachers is to liberate themselves, learners and others from such discursive, semiotic and material violence in order to contribute to a world that acknowledges human values, justice and equalities and respects the non-human entities equally for sustainable futures.