Research As Transformative Learning for Sustainable Futures : Glocal Voices and Visions [1 ed.] 9789004393349, 9789004393332

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Research as Transformative Learning for Sustainable Futures

Bold Visions in Educational Research Series Editors Kenneth Tobin (The Graduate Center, City University of New York, USA) Carolyne Ali-Khan (College of Education & Human Services, University of North Florida, USA) Co-founding Editor Joe Kincheloe (with Kenneth Tobin) Editorial Board Daniel L. Dinsmore (University of North Florida, USA) Barry Down (School of Education, Murdoch University, Australia) Gene Fellner (College of Staten Island, City University of New York, USA) L. Earle Reybold (College of Education and Human Development, George Mason University, USA) Stephen Ritchie (School of Education, Murdoch University, Australia)

VOLUME 64

The titles published in this series are listed at brill.com/bver

Research as Transformative Learning for Sustainable Futures Glocal Voices and Visions Edited by

Peter Charles Taylor and Bal Chandra Luitel

අൾංൽൾඇ_ൻඈඌඍඈඇ

All chapters in this book have undergone peer review. Library of Congress Cataloging-in-Publication Data Names: Taylor, Peter Charles, editor. | Luitel, Bal Chandra, editor. Title: Research as transformative learning for sustainable futures : glocal voices and visions / edited by Peter Charles Taylor and Bal Chandra Luitel. Description: Leiden ; Boston : Brill Sense, [2019] | Series: Bold visions in educational research ; volume 64 | Includes bibliographical references.index. ,GHQWL¿HUV/&&1SULQW _/&&1HERRN _,6%1 HERRN _,6%1KDUGEDFNDONSDSHU _,6%1 SENDONSDSHU Subjects: LCSH: Transformative learning. | Education and globalization. | Educational change. | Sustainability. &ODVVL¿FDWLRQ/&&/&HERRN _/&&/&5SULQW _''& GF /&UHFRUGDYDLODEOHDWKWWSVOFFQORFJRY ,661 ,6%1SDSHUEDFN ,6%1KDUGEDFN ,6%1HERRN Copyright 2019 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Hes & De Graaf, %ULOO1LMKR൵%ULOO5RGRSL%ULOO6HQVH+RWHL3XEOLVKLQJPHQWLV9HUODJ Verlag Ferdinand Schöningh and Wilhelm Fink Verlag. All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Koninklijke Brill NV provided that the appropriate fees are paid directly to The &RS\ULJKW&OHDUDQFH&HQWHU5RVHZRRG'ULYH6XLWH'DQYHUV0$ USA. Fees are subject to change. This book is printed on acid-free paper and produced in a sustainable manner.

THE EARTH CHARTER

We stand at a critical moment in Earth’s history, a time when humanity must choose its future. As the world becomes increasingly interdependent and fragile, the future DWRQFHKROGVJUHDWSHULODQGJUHDWSURPLVH7RPRYHIRUZDUGZHPXVWUHFRJQL]H that in the midst of a magnificent diversity of cultures and life forms we are one human family and one Earth community with a common destiny. We must join together to bring forth a sustainable global society founded on respect for nature, universal human rights, economic justice, and a culture of peace. Towards this end, it is imperative that we, the peoples of Earth, declare our responsibility to one another, to the greater community of life, and to future generations. http://earthcharter.org/discover/the-earth-charter/

CONTENTS

Preface

ix

Acknowledgements

xi

List of Figures and Tables 1.

xiii

,QWURGXFWLRQ5HVHDUFKDV7UDQVIRUPDWLYH/HDUQLQJIRU Sustainable Futures Bal Chandra Luitel and Peter Charles Taylor

1

Part 1: Teaching & Learning Transformative Research 2.

Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West Symbiosis Bal Chandra Luitel

 Teaching and Learning Transformative Research: Complexity, &KDOOHQJHDQG&KDQJH Peter Charles Taylor and Milton Norman Medina

19



Part 2: Contemplating Transformative Research Methods 4.

Letter to Professor Auguste Comte: A Counter Narrative to Positivism Suresh Gautam

 $Q,QWHJUDO3HUVSHFWLYHRQ5HVHDUFKMethodological and Theoretical -RXUQH\RID7HDFKHU(GXFDWRU Binod Prasad Pant 6.

Transforming Saudi Educators’ Professional Practices: Critical $XWR(WKQRJUDSK\DQ,VODPLF3HUVSHFWLYH Naif Mastoor Alsulami

 &RQWHPSODWLQJ0\$XWRHWKQRJUDSK\)URP,GLRV\QFUDF\WR Retrospection Shashidhar Belbase

61





109

Part 3: Transforming Culturally Situated Selves  ([FDYDWLQJ0\&XOWXUDO,GHQWLW\Promoting Local Culture and Stability in a Post/Colonial Era Alberto Felisberto Cupane vii

129

CONTENTS

9.

Cultural-Self Knowing: 7UDQVIRUPLQJ6HOIDQG2WKHUV Sadruddin Bahadur Qutoshi



10. :KHUH'R,&RPH)URP":KDW$P,":KHUH$P,*RLQJ"How the Grandson of a Mahayana Buddhism Priest Became a Science Educator Hisashi Otsuji

161

11. Being Animated by a Transformative Soul: Ethical Responsibility in 0DWKHPDWLFV(GXFDWLRQ Mangaratua M. Simanjorang



12. Exorcising Satan from the Science Classroom: Ending the Hereditary 6\QGURPHRI6FLHQFH7HDFKLQJLQ0DODZL Doris Pilirani Mtemang’ombe



Part 4: Envisioning Transformative Pedagogies  $5HÀHFWLYH-RXUQH\ZLWKLQ)LYH:D\VRI7UDQVIRUPDWLYH.QRZLQJ ,QGRQHVLD,VODP,QWHUQDWLRQDO Neni Mariana



14. Facilitating Culturally De/Contextualised Mathematics Education: $Q$UWV%DVHG(WKQRGUDPD Indra Mani Shrestha



 Unshackling from Cultural Hegemony via Third Spacing Pedagogy: /HDUQLQJWR7KLQN,QGLJHQRXVO\ Indra Mani Rai (Yamphu)



16. Envisioning Creative Learning in Science Teacher Education: Currere, (PDQFLSDWLRQDQG&UHDWLYLW\ Siti Shamsiah Sani



Part 5: Sustaining Transformative Pedagogies  Returning Home: .H\&KDOOHQJHV)DFLQJD7UDQVIRUPDWLYH(GXFDWRU Yuli Rahmawati



 Transcending Boundaries: Enacting a Transformative Philosophy of 3URIHVVLRQDO3UDFWLFH Nalini Chitanand



19. Viewing Curriculum as Possibilities for Freedom: An Ndo’Nkodo of 0\5HVHDUFK3DWK Emilia Afonso Nhalevilo



1DPH,QGH[



6XEMHFW,QGH[



viii

PREFACE

,QWKLVERRNZHLOOXVWUDWHKRZSURVSHFWLYHHGXFDWLRQDOOHDGHUVIURPXQLYHUVLWLHVLQ Asian, African, Middle Eastern and South Pacific nations embraced multiple research paradigms to design and conduct transformative research inquiries in which they reconceptualised their philosophies of professional practice. By engaging in artsbased critical auto/ethnographic inquiries these university teacher educators gained critical understandings of the deep complexity of their culturally-framed professional lives. We learn how they struggled to overcome ingrained positivist epistemologies, how they undertook emergent inquiries armed with transgressive theoretical idea (l)s, how they used literary genres (e.g., poetry, ethnodrama) and visual imagery to foster critical reflexivity and imaginative thinking, and how they drew on faith-based WUDGLWLRQV,VODP+LQGXLVP%XGGKLVP&KULVWLDQLW\ WRH[SRVHWKHKHJHPRQ\RIWKH neo-colonial Western modern worldview and envision alternative philosophies of practice for promoting the cultural diversity of their respective countries. Introduction ,QWKHRSHQLQJFKDSWHUZHPDSWKHUDWLRQDOHDQGVFRSHRIWKHERRNIURPWKHSUREOHP of diminishing cultural diversity due to the hegemony of the Western modern worldview, to how research as transformative learning can enable educational leaders to develop culturally inclusive philosophies of professional practice. Part 1: Teaching and Learning Transformative Research ,Q WKHVH FKDSWHUV ZH H[SODLQ RXU GHYHORSPHQW DQG WHDFKLQJ RI UHVHDUFK DV transformative learning, and include the voice of an initially resistant student. Part 2: Contemplating Transformative Research Methods Chapter authors discuss how they designed multi-paradigm methodologies for undertaking research as transformative learning in their diverse cultural contexts. Part 3: Transforming Culturally Situated Selves Chapter authors portray their deep engagement in research as transformative learning as they excavated and reconceptualised their culturally situated lives and professional practices. Part 4: Envisioning Transformative Pedagogies Chapter authors present a range of culturally responsive pedagogies as key outcomes of their research inquiries. Part 5: Sustaining Transformative Pedagogies Our book concludes with chapter authors discussing their strategies to gain traction for transformative pedagogies in their teacher education programs. ix

ACKNOWLEDGEMENTS

,QWKHLUUROHVDVµVXEHGLWRUV¶RIWKLVERRN%LQRG3UDVDG3DQWDQG6XUHVK*DXWDP faculty members of the School of Education, Kathmandu University, Nepal, provided YDOXDEOHDVVLVWDQFHLQUHYLHZLQJGUDIWFKDSWHUVDQGFRPSLOLQJWKH1DPH,QGH[ ,QKHUUROHDVSURGXFWLRQFRRUGLQDWRUIRU%ULOO6HQVH-RODQGD.DUDGDHQDEOHGXV to readily navigate the complex requirements of formatting and cover design. $VLQDXJXUDOPHPEHUVRIWKH,QWHUQDWLRQDO7UDQVIRUPDWLYH(GXFDWLRQDO5HVHDUFK 1HWZRUN,7(51 RXUFKDSWHUDXWKRUV¶FRQWULEXWLRQVVLJQLI\H[HPSODU\SURIHVVLRQDO leadership in teacher education programs across Asia, Africa and the Pacific. Their ongoing endeavours lie at the heart of an intergenerational struggle to ensure young people develop the essential capabilities, courage and commitment to live and work sustainably in a rapidly globalising world.

xi

FIGURES AND TABLES

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        260 

TABLES

  

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xiii

  

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