Research as Transformative Learning for Sustainable Futures

Glocal Voices and Visions
Erscheinungsjahr 2019
ISBN: 978-90-04-39333-2
Verlag: Brill

Buch, Englisch, Band 64, 332 Seiten, Format (B × H): 155 mm x 236 mm, Gewicht: 658 g

Reihe: Bold Visions in Educational Research

In a rapidly globalizing world, the pressing challenge for science and mathematics educators is to develop their transdisciplinary capabilities for countering the neo-colonial hegemony of the Western modern worldview that has been embedded historically, like a Trojan Horse, in the international education export industry. Research as Transformative Learning for Sustainable Futures introduces the world to next-generation multi-worldview research that empowers prospective educational leaders with a vision and voice for designing 21st century educational policies and practices that foster sustainable development of the diverse cultural capital of their multicultural societies. At the heart of this research are the principles of equity, inclusiveness and social justice.

The book starts with accounts of the editors' extensive experience of engaging culturally diverse educators in postgraduate research as transformative learning. A unique aspect of their work is combining Eastern and Western wisdom traditions. In turn, the chapter authors – teacher educators from universities across Asia, Southern Africa, the Middle East, and the Pacific – share their experience of research that transformed their philosophies of professional practice. They illustrate the following aspects of their engagement in research as transformative learning for sustainable futures: excavating auto ethnographically their lifeworld experiences of learning and teaching; developing empowering scholarly perspectives for analysing critically and reflexively the complex cultural framings of their professional practices; re-visioning their cultural and professional identities; articulating transformative philosophies of professional practice; and enacting transformative agency on return to their educational institutions.

Contributors are: Naif Mastoor Alsulami, Shashidhar Belbase, Nalini Chitanand, Alberto Felisberto Cupane, Suresh Gautam, Bal Chandra Luitel, Neni Mariana, Milton Norman Medina, Doris Pilirani Mtemang'ombe, Emilia Afonso Nhalevilo, Hisashi Otsuji, Binod Prasad Pant, Sadruddin Bahadur Qutoshi, Yuli Rahmawati, Indra Mani Rai (Yamphu), Siti Shamsiah Sani, Indra Mani Shrestha, Mangaratua M. Simanjorang, and Peter Charles Taylor.

Autoren/Hrsg.

Weitere Mitwirkende

Taylor, Peter Charles

Luitel, Bal Chandra

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Affektive, soziale und ethische Ziele in der Erziehung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Preface

List of Figures and Tables

1. Introduction: Research as Transformative Learning for Sustainable Futures

Bal Chandra Luitel and Peter Charles Taylor

Part 1: Teaching & Learning Transformative Research

2. Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West Symbiosis

Bal Chandra Luitel

3. Teaching and Learning Transformative Research: Complexity, Challenge and Change

Peter Charles Taylor and Milton Norman Medina

Part 2: Contemplating Transformative Research Methods

4. Letter to Professor Auguste Comte: A Counter Narrative to Positivism

Suresh Gautam

5. An Integral Perspective on Research: Methodological and Theoretical Journey of a Teacher Educator

Binod Prasad Pant

6. Transforming Saudi Educators’ Professional Practices: Critical Auto/Ethnography, an Islamic Perspective

Naif Mastoor Alsulami

7. Contemplating My Autoethnography: From Idiosyncracy to Retrospection

Shashidhar Belbase

Part 3: Transforming Culturally Situated Selves

8. Excavating My Cultural Identity: Promoting Local Culture and Stability in a Post/Colonial Era

Alberto Felisberto Cupane

9. Cultural-Self Knowing: Transforming Self and Others

Sadruddin Bahadur Qutoshi

10. Where Do I Come from? What Am I? Where Am I Going? How the Grandson of a Mahayana Buddhism Priest Became a Science Educator

Hisashi Otsuji

11. Being Animated by a Transformative Soul: Ethical Responsibility in Mathematics Education

Mangaratua M. Simanjorang

12. Exorcising Satan from the Science Classroom: Ending the Hereditary Syndrome of Science Teaching in Malawi

Doris Pilirani Mtemang’ombe

Part 4: Envisioning Transformative Pedagogies

13. A Reflective Journey within Five Ways of Transformative Knowing: Indonesia, Islam, International

Neni Mariana

14. Facilitating Culturally De/Contextualised Mathematics Education: An Arts-Based Ethnodrama

Indra Mani Shrestha

15. Unshackling from Cultural Hegemony via Third Spacing Pedagogy: Learning to Think Indigenously

Indra Mani Rai (Yamphu)

16. Envisioning Creative Learning in Science Teacher Education: Currere, Emancipation and Creativity

Siti Shamsiah Sani

Part 5: Sustaining Transformative Pedagogies

17. Returning Home: Key Challenges Facing a Transformative Educator

Yuli Rahmawati

18. Transcending Boundaries: Enacting a Transformative Philosophy of Professional Practice

Nalini Chitanand

19. Viewing Curriculum as Possibilities for Freedom: An Ndo’Nkodo of My Research Path

Emilia Afonso Nhalevilo

Index

Über Autor(innen)

Peter Charles Taylor, Ph.D. (1993), Murdoch University, is Director of the International Transformative Education & Research Network. He has published edited books, book chapters and articles on transformative education, including Transformative Science Education (Encyclopedia of Science Education, Springer, 2015).

Bal Chandra Luitel, Ph.D. (2009), Kathmandu University, leads the Transformative Education Research Group. He has published numerous articles, including "A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education" in the journal Learning: Research and Practice.