ORCID Profile
0000-0003-3722-756X
Current Organisation
Troy University
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Publisher: Kathmandu University School of Education
Date: 16-04-2008
Abstract: This paper discusses the thesis that autoethnography as tool in research provides the researcher to examine his or her pedagogical and research practices from his or lived evocative experiences. The essence of this paper is to seek the possibilities of linking autoethnography as a method of inquiry that catalyses the transformative pedagogy positively in mathematics education. It is an outcome of my dissertation of Masters of Philosophy (M.Phil.) in Education. I highlights the importance of autoethnography in research in a way that permits researchers to apply flexible modes of inquiry from their life experiences with motives of change to take place in educational institutions and classroom practices. DOI: 0.3126/jer.v1i0.7955 Journal of Education and Research 2008, Vol. 1, No. 1, pp. 86-95
Publisher: Bastas Publications
Date: 28-05-2021
Publisher: Hipatia Press
Date: 24-02-2018
DOI: 10.17583/REDIMAT.2018.2707
Abstract: The purpose of this study was to explore mathematics teachers’ perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.
Publisher: Institute of Advanced Engineering and Science
Date: 02-2021
DOI: 10.11591/EDULEARN.V15I1.19531
Abstract: The purpose of this study was to explore the critical life-events of the first author's journey of learning and teaching mathematics that prompted critical thinking about his past experiences as a student and teacher. It portrays a paradigmatic shift from a traditionalist thinker to a constructivist actor in the classroom from the critical life-events within and out of classroom experiences by using autoethnography as the writing and research genre by connecting his personal experiences in the social, cultural, and teaching/learning contexts of Nepal. The major themes emerged from the autoethnography were-- Thinking Narratively: Joining a School and Dropping Out Thinking Narratively: Back to School and Dropping In Thinking Interpretively: Dropping out of School Thinking Poetically: Dropping in School and Nightmare of the First Teaching: A Pedagogical Boomerang. These themes portrayed a pedagogical boomerang in learning and teaching mathematics from a remote village in Western Nepal to the neighborhood of the capital city Kathmandu.
Publisher: IGI Global
Date: 24-06-2022
DOI: 10.4018/978-1-6684-4680-5.CH014
Abstract: Inclusive education is universally accepted as a useful policy to promote the learning of all students in one classroom. While actual teaching practices are pivotal to achieving the goal of having all students study in one classroom regardless of any difficulties and differences they may have, the ‘change agents' in schools are leaders who are expected to lead the process. Over the years, there has been discussion on the contributions of school leaders towards the successful practice of inclusive education. However, efforts towards the implementation of inclusive education in especially developing countries have stalled. Indeed, the process towards practicing inclusive education has been led by developed countries that have provided resources and a ‘policy blueprint' for developing countries. In this chapter, the authors demonstrate how ‘Western leadership' frameworks are unworkable in developing countries and recommend an alternative framework for training inclusive leaders.
No related grants have been discovered for Shashidhar Belbase.