This section examines some of the basic values and principles of American democracy, in both theory and practice, as defined in the Declaration of Independence and the U.S. Constitution, both in historical context and in terms of present-day practice. In examining the significance of the U.S. Constitution, introduce students to the unique nature of the American experiment, the difficult task of establishing a democratic government, and the compromises the framers of the Constitution were willing to make. In order to appreciate the boldness and fragility of the American attempt to establish a republican government based on a constitution, students should know that republican governments were rare at this time. Discuss with students basic questions and issues about government, such as: • Why do societies need government? • Why does a society need laws? • Who makes the laws in the United States? • What might happen in the absence of government and laws? • Where do people in government get the authority to make, apply, and enforce rules and laws? Students began their exploration of these questions in Kindergarten. Add to them the issue of power versus authority.
{"title":"What Teachers Need to Know","authors":"G. Yadav","doi":"10.3126/JER.V6I2.22154","DOIUrl":"https://doi.org/10.3126/JER.V6I2.22154","url":null,"abstract":"This section examines some of the basic values and principles of American democracy, in both theory and practice, as defined in the Declaration of Independence and the U.S. Constitution, both in historical context and in terms of present-day practice. In examining the significance of the U.S. Constitution, introduce students to the unique nature of the American experiment, the difficult task of establishing a democratic government, and the compromises the framers of the Constitution were willing to make. In order to appreciate the boldness and fragility of the American attempt to establish a republican government based on a constitution, students should know that republican governments were rare at this time. Discuss with students basic questions and issues about government, such as: • Why do societies need government? • Why does a society need laws? • Who makes the laws in the United States? • What might happen in the absence of government and laws? • Where do people in government get the authority to make, apply, and enforce rules and laws? Students began their exploration of these questions in Kindergarten. Add to them the issue of power versus authority.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84146229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Canned-pineapple is one of the most important exports of Thailand. Unfortunately, the more pineapples the farmers cultivate, the more they are likely to fall into debt and become poorer. Therefore, in 2011, the Phetchaburi College of Agriculture and Technology in collaboration with Kuiburi Fruit Canning Company Limited initiated a non-formal vocational education program tailored to the pineapple farmers who were normally in the age between 40 and 60. The primary aims of the program were to build trust between the farmers and the factories and to equip the farmers with necessary skills for pineapple planting as per the demands of the pineapple-processing factories. Through field visits, semi-structured interviews, and a focus-group interview with the stakeholders, this study sheds lights on the relevance of education to the demands of rural economy which transcends the traditional preparation of employees for rural economic sectors. The well-educated farmers who understand their roles in the farming stage of the food industry’s value chain are as important as formal workers or employees in the breeding, the post-harvest, the production process, as well as the marketing and logistics stages of the value chain. Therefore, non-formal vocational education for the rural labour market should by no means be confined to formal workers in the downstream of the value chain. Informal workers or farmers in the upstream of the value chain have crucial impact on its subsequent stages. Above all, being empowered by relevant non-formal vocational education, the roles of farmers in advancement of rural economy should be extended beyond farming.
{"title":"Non-Formal Vocational Education for Pineapple Farmers: Promoting ‘Relevance’ of Education to Rural Economy","authors":"Wanwisa Suebnusorn","doi":"10.3126/jer.v6i2.22147","DOIUrl":"https://doi.org/10.3126/jer.v6i2.22147","url":null,"abstract":"Canned-pineapple is one of the most important exports of Thailand. Unfortunately, the more pineapples the farmers cultivate, the more they are likely to fall into debt and become poorer. Therefore, in 2011, the Phetchaburi College of Agriculture and Technology in collaboration with Kuiburi Fruit Canning Company Limited initiated a non-formal vocational education program tailored to the pineapple farmers who were normally in the age between 40 and 60. The primary aims of the program were to build trust between the farmers and the factories and to equip the farmers with necessary skills for pineapple planting as per the demands of the pineapple-processing factories. Through field visits, semi-structured interviews, and a focus-group interview with the stakeholders, this study sheds lights on the relevance of education to the demands of rural economy which transcends the traditional preparation of employees for rural economic sectors. The well-educated farmers who understand their roles in the farming stage of the food industry’s value chain are as important as formal workers or employees in the breeding, the post-harvest, the production process, as well as the marketing and logistics stages of the value chain. Therefore, non-formal vocational education for the rural labour market should by no means be confined to formal workers in the downstream of the value chain. Informal workers or farmers in the upstream of the value chain have crucial impact on its subsequent stages. Above all, being empowered by relevant non-formal vocational education, the roles of farmers in advancement of rural economy should be extended beyond farming.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87287252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Capitalism on Trial","authors":"S. K. Dahal","doi":"10.3126/jer.v6i2.22153","DOIUrl":"https://doi.org/10.3126/jer.v6i2.22153","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83755394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, there has been an outburst of general interest on how we do ‘research’ (Bossi 2010; Lins & Carvalho, 2014) – right from planning to reporting results – and how we disseminate ‘knowledge’. This rise of interest has particularly resulted from the surfeit of news on dishonest practices of research community. Some of the ‘acts of wrongdoing’ or fraudulent research practices that arise in our academic debate comprise the cases such as creation of false data or manipulating data to generate preferred results, cheating or using other’s ideas as own, disclosing improperly the identity of participants, underserved authorship claims, submission to multiple journals, duplicate publications, salami slicing, and predatory publications. In fact, these practices pose a serious question on research integrity. But what actually is ‘integrity’ in research?
{"title":"Responsible Practice of Research: Safeguarding Research Integrity and Publication Ethics","authors":"R. Dhakal","doi":"10.3126/JER.V6I2.22144","DOIUrl":"https://doi.org/10.3126/JER.V6I2.22144","url":null,"abstract":"In recent years, there has been an outburst of general interest on how we do ‘research’ (Bossi 2010; Lins & Carvalho, 2014) – right from planning to reporting results – and how we disseminate ‘knowledge’. This rise of interest has particularly resulted from the surfeit of news on dishonest practices of research community. Some of the ‘acts of wrongdoing’ or fraudulent research practices that arise in our academic debate comprise the cases such as creation of false data or manipulating data to generate preferred results, cheating or using other’s ideas as own, disclosing improperly the identity of participants, underserved authorship claims, submission to multiple journals, duplicate publications, salami slicing, and predatory publications. In fact, these practices pose a serious question on research integrity. But what actually is ‘integrity’ in research?","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86485554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Public Accountability: Research and Practice","authors":"K. P. Khanal","doi":"10.3126/JER.V6I2.22151","DOIUrl":"https://doi.org/10.3126/JER.V6I2.22151","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"486 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73563632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From a philosophical viewpoint and a technical perspective, this paper claims that learning organizations are the most effective organizations which 1) demonstrate transformative leadership practices, 2) work to instigate a learning-based organizational environment, and 3) continually promote learning behavior at all levels, to name a few of its key characteristics. Like other organizations, educational organizations would exhibit individual behavior, collective actions and interactions which define their norms and values. The purpose of this paper is to explore: what it means to be a learning organization; what are and should be its key characteristics; and how to create a learning organization. The findings of this study show that learning organizations are characterized by a collective struggle to achieve organizational goals, where culture and climate concerns become paramount, and learning is viewed as part of everyone’s business regardless of individual differences, roles, and responsibilities. It is the leadership in a learning organization that builds the culture and climate conducive to bring about transformation at individual, organizational and societal levels with the concepts of lifelong learning.
{"title":"A Philosophical View on and a Technical Approach to Leading a Learning Organization","authors":"Sadruddin Bahadur Qutoshi, M. Rajbhandari","doi":"10.3126/JER.V6I2.22145","DOIUrl":"https://doi.org/10.3126/JER.V6I2.22145","url":null,"abstract":"From a philosophical viewpoint and a technical perspective, this paper claims that learning organizations are the most effective organizations which 1) demonstrate transformative leadership practices, 2) work to instigate a learning-based organizational environment, and 3) continually promote learning behavior at all levels, to name a few of its key characteristics. Like other organizations, educational organizations would exhibit individual behavior, collective actions and interactions which define their norms and values. The purpose of this paper is to explore: what it means to be a learning organization; what are and should be its key characteristics; and how to create a learning organization. The findings of this study show that learning organizations are characterized by a collective struggle to achieve organizational goals, where culture and climate concerns become paramount, and learning is viewed as part of everyone’s business regardless of individual differences, roles, and responsibilities. It is the leadership in a learning organization that builds the culture and climate conducive to bring about transformation at individual, organizational and societal levels with the concepts of lifelong learning.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87034330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This reflective note is a response to the first international Conference on Transformative Education Research and Sustainable Development that took place in Dhulikhel, Nepal, in October 2016. In this reflective note, I begin by pondering on what makes a novice academic creative and transformative. Then, I deal with the conference atmosphere, contemplate how it connects close to my heart, and finally conclude with my realisation of transformation inside. I particularly reflect on my experiences of being a volunteer to help the scholars from various parts of the world; a rapporteur to witness various talk presentations and report on them; and a participant to attend and learn from some exemplary reports and presentations – all centred at transformative education.
{"title":"Transformation Through Transformative Education: From an Egg to a New Butterfly","authors":"Sikha Gurung","doi":"10.3126/JER.V7I2.21248","DOIUrl":"https://doi.org/10.3126/JER.V7I2.21248","url":null,"abstract":"This reflective note is a response to the first international Conference on Transformative Education Research and Sustainable Development that took place in Dhulikhel, Nepal, in October 2016. In this reflective note, I begin by pondering on what makes a novice academic creative and transformative. Then, I deal with the conference atmosphere, contemplate how it connects close to my heart, and finally conclude with my realisation of transformation inside. I particularly reflect on my experiences of being a volunteer to help the scholars from various parts of the world; a rapporteur to witness various talk presentations and report on them; and a participant to attend and learn from some exemplary reports and presentations – all centred at transformative education.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82141569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the beliefs of Nepali teacher educators about the potential of transformative learning (TL) experiences in teacher education. It further explores the ways in which they are promoting TL among the graduate students aspiring to become teacher educators and among the in-service teachers in Nepal. Data collection consisted of qualitative methods, particularly narrative interviewing and observation. Key participants included three emerging transformative education practitioners (teacher educators) and a transformative education pedagogue from Kathmandu University. The narratives of the participants showed that they were stepping up to promote TL in teacher education programmes in Nepal. Their stories revealed that changing the frame of reference of the conventional teachers and thereby instilling in their mind-set the simple thought of TL was like confronting the dragons. Nonetheless, their engagement in teacher education programmes have exposed how students and educators can co-create TL experiences. Their experiences and also my observation of their training programmes showed that Nepali teachers are in want of TL opportunities. The findings suggest that teacher education should foster Critical Consciousness in teachers so that they can develop the ability in their students to analyse, pose questions, and take action on the diverse social, political, cultural, and economic contexts that influence and shape their lives. Moreover, the community of practice among the emerging transformative education practitioners should grow in focus from critical self-reflection to include an emphasis on promoting a contemplative mode of teaching and learning, which will offer an effective pedagogic model to nurture transformative learning in teacher education.
{"title":"“Confronting the Dragons at the Door”: A Call for Transformative Learning in Teacher Education","authors":"R. Dhakal","doi":"10.3126/JER.V7I2.21247","DOIUrl":"https://doi.org/10.3126/JER.V7I2.21247","url":null,"abstract":"This paper examines the beliefs of Nepali teacher educators about the potential of transformative learning (TL) experiences in teacher education. It further explores the ways in which they are promoting TL among the graduate students aspiring to become teacher educators and among the in-service teachers in Nepal. Data collection consisted of qualitative methods, particularly narrative interviewing and observation. Key participants included three emerging transformative education practitioners (teacher educators) and a transformative education pedagogue from Kathmandu University. The narratives of the participants showed that they were stepping up to promote TL in teacher education programmes in Nepal. Their stories revealed that changing the frame of reference of the conventional teachers and thereby instilling in their mind-set the simple thought of TL was like confronting the dragons. Nonetheless, their engagement in teacher education programmes have exposed how students and educators can co-create TL experiences. Their experiences and also my observation of their training programmes showed that Nepali teachers are in want of TL opportunities. The findings suggest that teacher education should foster Critical Consciousness in teachers so that they can develop the ability in their students to analyse, pose questions, and take action on the diverse social, political, cultural, and economic contexts that influence and shape their lives. Moreover, the community of practice among the emerging transformative education practitioners should grow in focus from critical self-reflection to include an emphasis on promoting a contemplative mode of teaching and learning, which will offer an effective pedagogic model to nurture transformative learning in teacher education.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78722268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This non-refereed contribution to the special issue of Journal of Education and Research portrays the reflective experiences of a novice researcher who attended the First International Conference on Transformative Education Research and Sustainable Development in Dhulikhel, Nepal, in October 2016. I begin by introducing my interest in participating in academic and scientific conferences, reflect upon the mentorship received during my Master of Philosophy study at Kathmandu University School of Education, examine my dual roles of a volunteer in conference organization and a poster presenter at the same conference, and share my impressions of the conference environment. I conclude with some final thoughts on how I could enlarge conference learning.
{"title":"Attending an Academic Conference: Story of a First Time Attendee","authors":"Binay R Bhandari","doi":"10.3126/JER.V7I1.21241","DOIUrl":"https://doi.org/10.3126/JER.V7I1.21241","url":null,"abstract":"This non-refereed contribution to the special issue of Journal of Education and Research portrays the reflective experiences of a novice researcher who attended the First International Conference on Transformative Education Research and Sustainable Development in Dhulikhel, Nepal, in October 2016. I begin by introducing my interest in participating in academic and scientific conferences, reflect upon the mentorship received during my Master of Philosophy study at Kathmandu University School of Education, examine my dual roles of a volunteer in conference organization and a poster presenter at the same conference, and share my impressions of the conference environment. I conclude with some final thoughts on how I could enlarge conference learning.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80987163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In reference to this special issue, the idea of transformative educational research (TER) brings into light the integrated meanings on ‘the what’, ‘the why’, ‘the how’, ‘the who’, and ‘what next’ of transformative research approach in education, bringing together the ideas shared in the conference, and existing theoretical referents in this area of knowledge/practice. This concept note, thus, primarily seeks to define transformative research approach in education, taking into consideration what an associated research and practitioner agenda might look like. So as to achieve this purpose, this paper frames TRE practices so far, and creates space to think on future directions for education, and educational research through different sub-headings: (1) TER as multidimensional approach, (2) TER as a response to paradigm shift, (3) TRE as arts-based multi-paradigmatic space, (4) TER for emerging leaders at various spheres of life-world, and (5) TER as imagining the world beyond the given.
{"title":"Transformative Educational Research: Fleshing Out the Concepts","authors":"Bal Chandra Luitel, Shree Krishna Wagley","doi":"10.3126/JER.V7I1.21236","DOIUrl":"https://doi.org/10.3126/JER.V7I1.21236","url":null,"abstract":"In reference to this special issue, the idea of transformative educational research (TER) brings into light the integrated meanings on ‘the what’, ‘the why’, ‘the how’, ‘the who’, and ‘what next’ of transformative research approach in education, bringing together the ideas shared in the conference, and existing theoretical referents in this area of knowledge/practice. This concept note, thus, primarily seeks to define transformative research approach in education, taking into consideration what an associated research and practitioner agenda might look like. So as to achieve this purpose, this paper frames TRE practices so far, and creates space to think on future directions for education, and educational research through different sub-headings: (1) TER as multidimensional approach, (2) TER as a response to paradigm shift, (3) TRE as arts-based multi-paradigmatic space, (4) TER for emerging leaders at various spheres of life-world, and (5) TER as imagining the world beyond the given.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90386491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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