Experiencing Transformative Learning during Participatory Needs Assessment of a Public School: Journeys and Arrivals to Relational Ontology(ies)

This paper discusses experiences from school-based needs assessment within a Participatory Action Research (PAR) project aimed at facilitating quality education in public schools of rural Nepal. Being often a first stage in the process of research-action, Participatory Needs Assessment (PNA) offers space for community members’ perceptions and attitudes toward their collective needs. In this light, this paper takes evidence from the first and the second authors’ Ph.D. experiences, under the supervision of the third and the fourth authors to initiate PNA of a school. Also, incorporating the reflections from the fifth author as a critical friend, it observes the political, epistemological, ethical, and methodological challenges of doing such assessments; the challenges of involving all the stakeholders in identifying problems, and the transformative possibilities the approach inherently brings within it. On the whole, the paper reflects how, despite manifold conflicting interests of the multi-group stakeholders, relational ontology(ies) emerged in the cyclical and spiral process.