Sustainable development has been one of the top priorities in the present world. Community development programmes are considered important in achieving sustainability. Universities or educational institutions often talk about, and collaborate with community for its development. However, there is less attention to an institutional mechanism to include local government in the collaboration of university and community for designing and implementing sustainable community development programmes. This paper advances a model of tripartite collaboration between the university, local government and community in promoting sustainable community development through a local development plan. Drawing upon the thematic reviews of selective literature in the field of sustainable development, community development, university- community collaboration, and policies and practices of local development plan in Nepal, this paper, from the perspective of social dimensions of sustainable development, argues that the local development plan can be an avenue for collaboration between the university, local government and community for sustainable community development.
{"title":"Local Development Plan: An Avenue for University-Local Government-Community Collaboration for Sustainable Community Development","authors":"Thakur Prasad Bhatta","doi":"10.3126/JER.V7I1.21239","DOIUrl":"https://doi.org/10.3126/JER.V7I1.21239","url":null,"abstract":"Sustainable development has been one of the top priorities in the present world. Community development programmes are considered important in achieving sustainability. Universities or educational institutions often talk about, and collaborate with community for its development. However, there is less attention to an institutional mechanism to include local government in the collaboration of university and community for designing and implementing sustainable community development programmes. This paper advances a model of tripartite collaboration between the university, local government and community in promoting sustainable community development through a local development plan. Drawing upon the thematic reviews of selective literature in the field of sustainable development, community development, university- community collaboration, and policies and practices of local development plan in Nepal, this paper, from the perspective of social dimensions of sustainable development, argues that the local development plan can be an avenue for collaboration between the university, local government and community for sustainable community development.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"313 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77399870","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}
I am sitting in my West faced office on the third floor of the building C in Kathmandu University School of Education, Hattiban, Nepal. I am watching outside of the window which refreshed me when I feel exhausted and tired. Today, my tiredness exceeds because I was assigned to write an editorial for the journal published by the school by my colleague. I am thinking of using transformative teaching-learning activities in the higher education of Nepal because my professional life is/will be the part of it.
{"title":"Musing on Transformative Teaching and Learning in Higher Education","authors":"S. Gautam","doi":"10.3126/JER.V7I2.21243","DOIUrl":"https://doi.org/10.3126/JER.V7I2.21243","url":null,"abstract":"I am sitting in my West faced office on the third floor of the building C in Kathmandu University School of Education, Hattiban, Nepal. I am watching outside of the window which refreshed me when I feel exhausted and tired. Today, my tiredness exceeds because I was assigned to write an editorial for the journal published by the school by my colleague. I am thinking of using transformative teaching-learning activities in the higher education of Nepal because my professional life is/will be the part of it.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"8 5-6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83427090","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 research paper recollects transformative expressions of inner life in education using expressive language to reconstruct experiential narratives of educators following on with collaborative turn as encouraged in qualitative research. Similarly, this paper reflects on transformative expressions of inner life in education by putting together first person monologues of educators, generated through dialogues. This paper, in addition, reveals their lived pedagogical experiences, their stories, hopes, courage, convictions, creativity and struggles in an education system where educators are most often encouraged to suppress their inner self, somewhere clandestine rather than share the relational richness of their inner life with students. Besides, the paper argues that good teaching takes its reference from inner landscape of an educator. My research participants are aware that by making a difference in their inner life and by infusing transformative orientations of their inner life within their educational practices, they can also make a difference in the lives of their students. They are able to sustain transformative interpersonal relationships with their students, which encourage them to live a life of self-awareness, freedom, character, joy, appreciation, acceptance and creativity. Finally, the paper ends with a realisation that inner life of an educator, including his/her compassion, courage, concern and care, serves as a guiding force for a meaningful relationship that creates transformative possibilities in education.
{"title":"Making of a Good Teacher: Transformative Expressions of Inner Life in Education Narratives of Living, Being and Knowing Together","authors":"Gaurav Ojha","doi":"10.3126/JER.V7I2.21246","DOIUrl":"https://doi.org/10.3126/JER.V7I2.21246","url":null,"abstract":"This research paper recollects transformative expressions of inner life in education using expressive language to reconstruct experiential narratives of educators following on with collaborative turn as encouraged in qualitative research. Similarly, this paper reflects on transformative expressions of inner life in education by putting together first person monologues of educators, generated through dialogues. This paper, in addition, reveals their lived pedagogical experiences, their stories, hopes, courage, convictions, creativity and struggles in an education system where educators are most often encouraged to suppress their inner self, somewhere clandestine rather than share the relational richness of their inner life with students. Besides, the paper argues that good teaching takes its reference from inner landscape of an educator. My research participants are aware that by making a difference in their inner life and by infusing transformative orientations of their inner life within their educational practices, they can also make a difference in the lives of their students. They are able to sustain transformative interpersonal relationships with their students, which encourage them to live a life of self-awareness, freedom, character, joy, appreciation, acceptance and creativity. Finally, the paper ends with a realisation that inner life of an educator, including his/her compassion, courage, concern and care, serves as a guiding force for a meaningful relationship that creates transformative possibilities in education.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76037302","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, based on auto/ethnographic inquiry, explores how particular urbanised Kirats (internal migrant ethnic community members in Kathmandu city from the East of Nepal) learn to live in Kathmandu city. The paper argues that the formal education in Nepal, guided by Western modern worldviews as hegemony, is promoting imported instrumental knowledge and skills, which are impractical and less relevant in the job market, particularly in the city context. The paper further argues that the work based learning support them to transform to become particular urban professionals. However, those Kirats are made forced-learners in urban structures for their adaptation in a new context. Such forced-learning is subjugating indigenous knowledge inherited to them from their ancestors and accumulated in their village life.
{"title":"Learning to 'Be/Live' in Kathmandu City: Kirat Migrants' Transformation","authors":"I. Rai","doi":"10.3126/JER.V7I2.21244","DOIUrl":"https://doi.org/10.3126/JER.V7I2.21244","url":null,"abstract":"This paper, based on auto/ethnographic inquiry, explores how particular urbanised Kirats (internal migrant ethnic community members in Kathmandu city from the East of Nepal) learn to live in Kathmandu city. The paper argues that the formal education in Nepal, guided by Western modern worldviews as hegemony, is promoting imported instrumental knowledge and skills, which are impractical and less relevant in the job market, particularly in the city context. The paper further argues that the work based learning support them to transform to become particular urban professionals. However, those Kirats are made forced-learners in urban structures for their adaptation in a new context. Such forced-learning is subjugating indigenous knowledge inherited to them from their ancestors and accumulated in their village life.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89102336","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 is part of my PhD thesis. In this study, using the narrative inquiry methodology, lived experiences of schoolteachers who have been teaching the topics of climate change were collected mainly through interviews in Lamjung District. This paper reflects how teachers have been teaching climate change education and how they have been balancing indigenous knowledge to deal with climate change concerns. Generally teachers have been following implemented and experienced school curricula and accumulating the factual knowledge of climate change science, which has often been linked with the empirical interest of Habermas, especially, with his theory of knowledge and human interest in education. However, the stories of six schoolteachers were not limited to what they have been teaching but also how they have been teaching, how they have been linking environmental concerns with the indigenous knowledge and cultural practices that have been contributing to sustainable management of the natural resources and climate change resilience. Thus the stories of the teachers were also analysed through Habermas's practical and emancipatory interests and indigenous worldviews by reflecting on my own stories while working on the theme of climate change and indigenous peoples at community, national and global levels since 2009.
{"title":"Interfacing Indigenous Knowledge and Climate Change Education","authors":"P. Sherpa","doi":"10.3126/jer.v7i1.21240","DOIUrl":"https://doi.org/10.3126/jer.v7i1.21240","url":null,"abstract":"This paper is part of my PhD thesis. In this study, using the narrative inquiry methodology, lived experiences of schoolteachers who have been teaching the topics of climate change were collected mainly through interviews in Lamjung District. This paper reflects how teachers have been teaching climate change education and how they have been balancing indigenous knowledge to deal with climate change concerns. Generally teachers have been following implemented and experienced school curricula and accumulating the factual knowledge of climate change science, which has often been linked with the empirical interest of Habermas, especially, with his theory of knowledge and human interest in education. However, the stories of six schoolteachers were not limited to what they have been teaching but also how they have been teaching, how they have been linking environmental concerns with the indigenous knowledge and cultural practices that have been contributing to sustainable management of the natural resources and climate change resilience. Thus the stories of the teachers were also analysed through Habermas's practical and emancipatory interests and indigenous worldviews by reflecting on my own stories while working on the theme of climate change and indigenous peoples at community, national and global levels since 2009.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"158 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77424183","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}
The paper aims to explore how local epistemologies are emerged from the indeterminacy of the position and momentum of the researcher. Using the symbol of Mandala, I depict such indeterminacy during the research process, which eventually fosters transformative research space. I researched on urban youth of Kathmandu and their everyday life during 2012-2016. During the research, I was engaged with some youth in Kathmandu for understanding their ways of being and living over there. Despite being guided by particular epistemologies, I sought some local epistemologies from the narratives of my participants, which not only guided my research process but also demonstrated indefinite nature of reality. It helped me to understand the everyday life of urban youth in Kathmandu. In so doing, here, I reflect the research process which interacts with other epistemic indeterminacy around Mandala. Mandala in the Eastern (Hindu and Buddhist) tradition is known as a representation of a complex web of human life and activities, which portrays the mesocosm of everyday life of urban youth as integral part of time and space.
{"title":"Transformative Research Space Through Epistemic Indeterminacy of Mandala","authors":"S. Gautam","doi":"10.3126/JER.V7I1.21238","DOIUrl":"https://doi.org/10.3126/JER.V7I1.21238","url":null,"abstract":"The paper aims to explore how local epistemologies are emerged from the indeterminacy of the position and momentum of the researcher. Using the symbol of Mandala, I depict such indeterminacy during the research process, which eventually fosters transformative research space. I researched on urban youth of Kathmandu and their everyday life during 2012-2016. During the research, I was engaged with some youth in Kathmandu for understanding their ways of being and living over there. Despite being guided by particular epistemologies, I sought some local epistemologies from the narratives of my participants, which not only guided my research process but also demonstrated indefinite nature of reality. It helped me to understand the everyday life of urban youth in Kathmandu. In so doing, here, I reflect the research process which interacts with other epistemic indeterminacy around Mandala. Mandala in the Eastern (Hindu and Buddhist) tradition is known as a representation of a complex web of human life and activities, which portrays the mesocosm of everyday life of urban youth as integral part of time and space.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81143656","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}
Transforming from conflict to a state of peace has been a global concern in the 21st century. Nepal involved in peace building process in a unique way. Nepal’s effort to solve armed conflict has proven to be a unique Nepali model in peace and conflict literature. This paper examines the context of armed conflict and the peace process in the light of managing combatants of the Communist Party of Nepal (Maoist) thereby contributing to the approach of transforming armed conflict into a state of global peace. For this purpose, I have used the meta-analysis to illuminate the situation of transformation from conflict to peace. Additionally, I have reflected on the ideas as a peace and human rights activist in Nepal. The paper concludes that the consensus among the conflicting parties to address the causes of armed conflict with their own ideas can uniquely contribute to conflict transformation and to establish negative peace. The reflection of this paper will pave the way for further research on peace education focusing on positive and negative peace in the post-conflict political context of the country.
{"title":"The Saga of Conflict Transformation and Peace Process in Nepal: A Unique Account","authors":"D. Adhikari","doi":"10.3126/JER.V7I2.21245","DOIUrl":"https://doi.org/10.3126/JER.V7I2.21245","url":null,"abstract":"Transforming from conflict to a state of peace has been a global concern in the 21st century. Nepal involved in peace building process in a unique way. Nepal’s effort to solve armed conflict has proven to be a unique Nepali model in peace and conflict literature. This paper examines the context of armed conflict and the peace process in the light of managing combatants of the Communist Party of Nepal (Maoist) thereby contributing to the approach of transforming armed conflict into a state of global peace. For this purpose, I have used the meta-analysis to illuminate the situation of transformation from conflict to peace. Additionally, I have reflected on the ideas as a peace and human rights activist in Nepal. The paper concludes that the consensus among the conflicting parties to address the causes of armed conflict with their own ideas can uniquely contribute to conflict transformation and to establish negative peace. The reflection of this paper will pave the way for further research on peace education focusing on positive and negative peace in the post-conflict political context of the country.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81849694","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}
I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.
{"title":"Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher","authors":"B. P. Pant","doi":"10.3126/JER.V7I1.21237","DOIUrl":"https://doi.org/10.3126/JER.V7I1.21237","url":null,"abstract":"I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87232913","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 is a joint reflective note which describes the personal contexts and experiences of the two Masters of Ceremony at the First International Conference on Transformative Education Research and Sustainable Development (TERSD) held on 21-23 October 2016 in Dhulikhel, Nepal. We, one after the other, without any formal background to the paper, relate our own individual experiences and learning of the event. More specifically, we have portrayed our personal journeys to the international conference hall, and described our reflective ideas and feelings on running the three-day event among the national and international research scholars and delegates. We conclude with some final thoughts on how we could embrace the learning opportunity and by making a commitment to joining the transformative education community.
{"title":"Transformative Education Research Conference – An Incredible Learning Opportunity","authors":"Kausalya D. Khadka, Anupama Manandhar","doi":"10.3126/JER.V7I1.21242","DOIUrl":"https://doi.org/10.3126/JER.V7I1.21242","url":null,"abstract":"This non-refereed contribution to the special issue of Journal of Education and Research is a joint reflective note which describes the personal contexts and experiences of the two Masters of Ceremony at the First International Conference on Transformative Education Research and Sustainable Development (TERSD) held on 21-23 October 2016 in Dhulikhel, Nepal. We, one after the other, without any formal background to the paper, relate our own individual experiences and learning of the event. More specifically, we have portrayed our personal journeys to the international conference hall, and described our reflective ideas and feelings on running the three-day event among the national and international research scholars and delegates. We conclude with some final thoughts on how we could embrace the learning opportunity and by making a commitment to joining the transformative education community.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83775865","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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