This study explores the teacher-student relationship due to the relational, dynamic, and double dialectical nature of education. The participants were a carefully selected purposive sample of 10 students and 10 teachers from high-poverty schools. Data were collected using semi-structured interviews, field notes, and reflective memos. The collected data were analyzed through the lens of Gadamerian hermeneutic phenomenology by which the experience is described and interpreted by three metaphors: the fusion of horizons, the act of dialogue, and the hermeneutic circle. The results revealed how the modular model for knowing, analyzing, recognizing, doing, and seeing (KARDS model) proposed by Kumaravadivelu (2012) training teachers in the tradition of critical pedagogy could shed light on the relationship between the teachers and students. The emerging themes also draw the attention of the researchers to the important aspects of the relationship that are ignored in the above-mentioned proposed model indicating that human behavior is both responsive and telosponsive in nature as explained by logical learning theory (LLT) and its meaning can extend as it unfolds.

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