ORCID Profile
0000-0002-5483-2385
Current Organisation
Kathmandu University
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Publisher: Informa UK Limited
Date: 10-05-2023
Publisher: Springer Science and Business Media LLC
Date: 30-01-2013
Publisher: Nova Southeastern University
Date: 2021
DOI: 10.46743/2160-3715/2021.4975
Abstract: Needs assessment is a method to find out the current needs of the school that can be considered for providing quality education to the students. This paper presents the needs of five community schools intending to bring changes in the school community. Thus, this paper aims to identify the needs of the five community schools of Kavre, Nepal, and recommend possible interventions. In-depth interviews, observations, and focus group discussions with different stakeholders provided rich data for this study. School-specific needs were identified from the data based on which recommendations are made for intervention, which are: Teacher professional development, contextualized curriculum, use of technology, and development of school gardening and urine erting toilet, which would ultimately help to improve education fulfilling the fourth goal of sustainable development.
Publisher: International Association of Online Engineering (IAOE)
Date: 20-06-2023
DOI: 10.3991/IJIM.V17I12.40317
Abstract: This study attempts to develop a reliable, practical, and efficient process for developing online and distance courses. The study aims to develop e-learning online and distance education courses. ICT and e-Research course development processes have shown significant learning opportunities and outcomes. A substitute for raising these opportunities is the need for innovative research in education while implementing online and distance modes of learning and teaching. Subscribing research and development research methodology, the study aims to produce e-learning instructional materials using a three-stage development model. The course, along with the learning strategy, the learning tools, the assessment tools, and other components, are designed and developed using the Plomp model, a development research model. The research participants were forty-two 2021 Winter Batch MPhil in Educational Studies students and nine lecturers at Nepal Open University (NOU), Nepal. The descriptive analysis uses data analysis to explain the online course's validity, applicability, and effectiveness. Experimental research design was developed using the one-group pre-test post-test design methodology. The most important results are results of preliminary analysis, validity: average material validation is 0.885 average media validation is 0.885 and practicality: more than 71% (very practical). This article proposes a more comprehensive framework to design, develop, and implement online and distance courses in e-learning systems in higher education.
Publisher: Informa UK Limited
Date: 23-02-2023
Publisher: Nova Southeastern University
Date: 05-12-2022
DOI: 10.46743/2160-3715/2022.5572
Abstract: In cultural and institutional contexts, autoethnography examines personal and professional experiences. While conducting and representing autoethnography, these considerations raise ethical challenges for self and others. This expository paper examines and explores the various forms of the ethics of self and others in autoethnography in South Asian contexts. Furthermore, ethical positions in an autoethnographic inquiry are presented and explored by challenging the extant and exploring the possibilities. Moreover, ethical standards are maintained based on the first author's experiences. We also realized that the emerging challenges of the ethics of self and others in autoethnography are ongoing and real. Likewise, we brought the first author’s lived experiences of conducting autoethnographic inquiry in his personal, professional, and cultural contexts (i.e., South Asian contexts) as a guiding principle. Above all, following the foundational understanding of ethics in autoethnography, one may engage with others in the account of self-experiences. The paper concludes by highlighting possible procedural and situational ethics pertaining to Dharma and Karma in autoethnography as a transformative educational research methodology (Luitel & Dahal, 2020) that might be demonstrated while conducting an autoethnographic inquiry.
Publisher: Informa UK Limited
Date: 02-01-2018
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: Springer Science and Business Media LLC
Date: 18-05-2023
DOI: 10.1007/S44217-023-00039-W
Abstract: For several years, science and art have been viewed as separate entities in school education in Nepal. The dominant discourse on science was regulated by Western Modern Worldview (WMW), assuming that seeking universal truth should be the central aim of the exploration. In this article, science refers to the absolutist/rigid nature of different disciplines (such as Science and Mathematics) from the perspectives of Newtonian science, whereas art is viewed from three dimensions literary arts (i. e. narratives, storing), visual arts (i.e., images, painting, sculpture) and performing arts (i.e., role play, drama). This paper argues that science and arts, as ways of knowing, should be taken as complements of each other. This literature-based argumentative paper also incorporates the lead author’s experiences using art as/for pedagogical approaches in collaboration with schoolteachers. At the same time, the authors also argue the role of critical reflection to acknowledge both science and art as epistemology. The authors have used Dewey's perspectives on the roles of art for experiencing in education. Also, the notion of Mezirow’s Transformative Learning is helpful as an influential lens to showcase the ever-changing thoughts in the transformation continuum. To set the context for the argumentation, the authors discussed the existing Nepali school education system, focused on curricula and pedagogical perspectives. The paper is helpful for teachers, teacher educators, and researchers to critically reflect on their own beliefs and practices in terms of viewing the different perspectives on STEM subjects and the inseparable relationship of science and art for knowledge generation and pedagogical application.
Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH012
Abstract: Guided by the question, how does transformative praxis work as a means of promoting action learning? In this chapter, the authors discuss the notion of transformative praxis (TP) in their pedagogies as university faculties and practitioners. Likewise, the authors argue that TP is an effective method for promoting action learning (AL). TP is a pedagogical and/or transformative model that focuses on 'praxis' and aims to create a possibility of orientation for learners as opposed to a linear hierarchy of outcomes and/or results. Next, the authors further discussed AL as a problem-solving approach that involves acting and reflecting on the results and/or outcomes to gain insights and improve outcomes. For instance, this chapter also aims to provide a theoretical and some extent practical guideline for educational practitioners to apply reflective research and practice in their educational engagements to gain a multidimensional understanding for promoting active learning. On the whole, the authors attempted to explore TP as a mode for fostering AL.
Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH011
Abstract: The chapter highlights the significance of an ecopreneur model, which integrates entrepreneurship and sustainable practices within the framework of environmental sustainability. Drawing from the research, the chapter offers insights and recommendations, suggesting that Nepal should reconsider its policies on local curricula to incorporate the concept of ecopreneurship. This approach would enable children and schools to engage in entrepreneurship with an emphasis on environmental sustainability and social responsibility, thereby contributing to social transformation. By introducing ecopreneurship into the local curriculum and providing practical applications in real-world contexts, Nepal can strive towards building a more sustainable future for its citizens. But, as mainstream schooling design is less relevant for effective executing of real-life learning, it is necessary that educators need to think and work for living-schools
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: SensePublishers
Date: 2011
Publisher: Kathmandu University School of Education
Date: 03-10-2020
Abstract: Transformative praxis covers a wide range of scholarly pursuits for social change via reflexive research and practice. Praxis is used to raise the consciousness of researchers, participants and social actors through a constant embracing of a critical stance toward text, discourse, and the lifeworld. A host of images are used to conceptualise the notion of transformative praxis as epistemology, theory, methodology, professional development, genres and logics, and empowerment. Transformative praxis as epistemology refers to multiple ways of knowing embedded in critiquing, reconceptualizing self, and envisioning whereas transformative praxis as theory is informed by the critical scholarship of strengths and limitations of theories, philosophies, and perspectives as a means for social change. Our ideas of transformative praxis as methodology are embedded in the commitments of researchers and practitioners to engage in the process of holistic meaning making. Reflexive engagement of researchers and practitioners in the lifeworld contributes to the conceptualisation of transformative praxis as professional development. Transformative praxis as empowerment draws upon the ongoing discourse of an emancipatory interest that emphasises autonomy, responsibility, and criticality. The articles in this issue focus on developing cosmologically responsible educational processes, deviance as pedagogical action, holistic learning, and pedagogical change through multiparadigmatic research processes.
Publisher: Springer Science and Business Media LLC
Date: 08-07-2008
Publisher: Springer Netherlands
Date: 2007
Publisher: Nova Southeastern University
Date: 03-04-2023
DOI: 10.46743/2160-3715/2023.5649
Abstract: This reflective paper explores Tara's doctoral research journey of realization and adaptation in auto/ethnography as a transformative research methodology. While reflecting on Tara’s journey, the auto/ethnographic paper emphasizes cultural perspectives, interpreting one's own experiences, thoughts, actions, and behaviors relating to society and culture. Likewise, auto/ethnography investigates and associates an in idual's confrontation within specific educational, societal, and cultural contexts. With this ethos, the paper demonstrates how Tara, a mathematics teacher and doctoral student, encountered and observed auto/ethnography and discovered it as a path to transformation as a paradigm shift in transformative educational research by connecting lives and research (Dahal et al., 2022) considering the basis of ethics in auto/ethnography (Dahal & Luitel, 2022). Next, in this scenario of residing in cultural and societal context dealing with Tara’s emotions and settings of an education system, we have explored the journey of realization and adaption on how auto/ethnography blends analytic, evocative, and performative realms. Overall, we also realized that auto/ethnography guided us to delve through the past, present, and possible future experiences and unlatch Tara’s eyes to visualize a new era of research for upcoming generations in teaching and learning mathematics that reaches out to society and the nation whilst shifting to transformative educational research.
Publisher: Springer Science and Business Media LLC
Date: 10-06-2009
Publisher: Syncsci Publishing Pte., Ltd.
Date: 15-05-2023
DOI: 10.25082/AMLER.2023.01.022
Abstract: This action research study explored how peer assessment can help students and teachers evaluate algorithm problem-solving skills in mathematics. The study used a self- and peer-assessment activity in Moodle to assess 18 out of 40 Grade X students (10 boys and eight girls) from a Kathmandu Valley, Nepal school. The students solved algorithm problems in arithmetic, algebra, statistics, and geometry. The study followed the action research methodology of planning, implementing, assessing, and discussing the interventions and outcomes. The results show that workshop activity can engage students in solving algorithm problems in mathematics. The study also discusses how cognitive and constructivist theories can explain some of this activity's unique aspects and potential uses. Moreover, the study highlights the benefits and challenges of self- and peer-assessment in mathematics for enhancing students' interest and abilities in the classroom. The study suggests students can develop analytical and evaluative skills using evaluation criteria to assess their peers' work. The study also implies that students are proactive, critical, and collaborative learners who can use self-and peer assessment to improve their mathematical abilities to solve algorithm problems in the classroom.
Publisher: Springer Netherlands
Date: 2010
Publisher: University of Cincinnati - Office of Innovation and Community Engagement
Date: 12-02-2021
DOI: 10.35844/001C.18869
Publisher: Nepal Journals Online (JOL)
Date: 29-12-2019
Abstract: Despite its contextual, theoretical, and practical relevance, contextualized teaching and learning has not been the priority of school education of Nepal. The policy provision of local curriculum and the use of locally available resources for teaching and learning have continuously lost its position in educational circle. To this background, taking anti-colonial critical stance, this paper analyses problems and prospects of contextualized teaching and learning in school education of Nepal. Taking evidences from the first author's lived experiences, and experiences from a Participatory Action Research (PAR) project in a public school of Nepal, the paper exposes manifold challenges and dilemmas initiated by Western-modern educational ideologies, and promptly illustrates how those uncritically imposed/accepted schooling agendas were responsible to demolish rural (and indigenous) identities of Nepal. The paper eventually proposes policy makers and curriculum practitioners of Nepal to pursue agency in school education, making it more place-relevant enabling school graduates to learn to ‘live’ (rather than ‘leave’) their place.
Publisher: Springer Netherlands
Date: 23-11-2012
Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH001
Abstract: The first author conducted participatory action research (PAR) with schoolteachers to design STEAM-based pedagogical approaches in two of the schools in a rural part of Nepal. This study's initial objective was to investigate innovative pedagogy contributing to improved teacher and student performance. The authors collaborated with schoolteachers and to develop integrated projects for students. The entire endeavor went on for three cycles and took approximately three years on the research site to complete. The fieldwork was initiated prior to COVID-19, in February 2019, and proceeded throughout COVID-19 and beyond. In the first cycle, inquiry-based approaches were used, in the second cycle, integrated projects were developed and implemented, and in the third cycle, the STEAM approach was initiated through several real-world projects (such as save the species). This book chapter discusses how the authors devised and implemented the ‘Save the Species' project in the third cycle with a short synopsis of the first and second cycles.
Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH005
Abstract: Equal opportunity for the continuous professional development of female teachers seems insufficient in the schools of Nepal. This chapter explores the gender-equitable strategies to support female teachers for their professional development. This chapter is based on the authors' lived experiences while facilitating the continuous professional development of school teachers in Nepal. Adapting a socio-cultural perspective of gender and engaging in a co-generative inquiry, the authors make a series of reflections on when/where they encountered gender issues and how they addressed them. This chapter is about how the fluid gender roles of the authors contribute to developing context-responsive gender-equitable strategies for supporting female teachers' professional development.
Publisher: Conscientia Beam
Date: 19-10-2022
Abstract: This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education’s MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity’s key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.
Publisher: Nova Southeastern University
Date: 2022
DOI: 10.46743/2160-3715/2022.5365
Abstract: The purpose of this paper is to unpack and critique different forms of solipsism and whether its impacts on autoethnographic inquiry are overly self-referential. This paper offers thoughts on Western and Eastern perspectives on the self. It is argued that autoethnography as a genre and method of inquiry confronts challenges and tensions in terms of epistemology, methodology, and ethical issues, particularly the issues of solipsism as a major challenge. It is often critiqued that autoethnographers are not able to establish a clear theoretical standpoint and the autobiographic texts lack convincing arguments and scholarly rigor. In the meantime, it is not pragmatic to undermine the intent of autoethnographic inquiry which provides a space for culturally and politically relevant experience and embodiment. To this end, this paper explores the nuances of solipsism, theoretical and definitional gaps, and ways to critically deal with this issue while pursuing autoethnographic inquiry incorporating Western and Eastern perspectives of the self.
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: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH002
Abstract: Ensuring proper menstrual hygiene among girls in Nepal, particularly in rural schools, is challenging due to limited access to sanitary pads, inadequate toilets, and a lack of waste management facilities. To improve menstruation hygiene practices among teenage girls, the authors conducted participatory action research in one of the community schools in rural Nepal involving 28 female students who learned to make reusable fabric pads. Qualitative data was collected from a focus group discussion which was held with seven members of the pad bank management committee to discuss their menstrual hygiene routines at school. They showcased their empowerment by establishing a pad bank in their school, improving access to sanitary pads, and enabling them to manage their menstruation comfortably. A comprehensive intervention should focus on education, proper facilities, and waste management to empower girls and break barriers to education. Collaboration between schools, communities, and policymakers is essential for sustainable progress.
Publisher: Kathmandu University School of Education
Date: 09-08-2013
Abstract: In this paper we argue that research paradigms arising from the Western Modern Worldview (WMW) orients research enterprise to serve metaphysics of presence (positive evidence), propositional, deductive and analytical genre and logics (Luitel, 2003), thereby privileging knowing as misappropriating local knowledge system. When WMW fails to understand the connectedness within the local worldviews they are alike the colonization. In many researches are taken for granted to put all in boxes creating a dualism of West (colonized) and Non-west (decolonized). However, it the dualism of West and rest hardly recognizes the multiple realities of local people. At the same time I argue that valuing local ways of thinking and being is must in research methodology. In so doing I envision Third Space Methodology where we can realize the importance of both West and Rest drawing from their best practices. Developing such a methodology allows all voices to be heard but gives precedence to the Indigenous/local voice. This is why we suggest a Third Space (Mokshya- an interest of emancipation) methodology through breaking the hierarchies of West and local. We use a metaphor of Mokshyaa describing Eastern (Hindu/Baudhhist /Jain/Sikhs) epistemic view to be ware from the colonial and decolonial parameters of research.DOI: 0.3126/jer.v3i2.8400Journal of Education and Research August 2013, Vol. 3, No. 2, pp. 96-116
Publisher: Springer Science and Business Media LLC
Date: 06-09-2007
Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH007
Abstract: This chapter presents success stories from an integrated school gardening undertaken in a community school at an old Newari settlement- Dapcha. These stories depict how once a bustling commercial hub and a historic trade route located high in the hillsides have been set in a state of revival while the authors worked with co-researchers for more than a year. The chapter reflects the research journey of the first author while pursuing the Masters of Philosophy (MPhil) program made possible with concomitant support from the NORHED ‘Rupantaran' project. While working on valuing tenets of participatory action research, school gardening was discovered as an evolving pedagogical model as this contributed primarily to curriculum contextualization, and also realized its potential to revive the region's social, ecological, and economic aspects. In a bigger picture, stories evolved considering ecological sanitation (eco-san) based school gardening as roots while shooting up into multiple facets of entrepreneurism under an integrated school gardening project, as a promising pedagogical model.
Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH006
Abstract: As humanity progresses in civilization, it becomes increasingly clear that comprehending the complexities of life goes beyond a purely material, physical, or technological perspective. Educators recognize the need for broader approaches to shape our existence. It could be the reason that numerous scholars and educational practitioners emphasize the importance of harmonizing technological advancements with human life's inner, psychological, cultural, artistic, and spiritual dimensions. While many initiatives and programs already exist to enhance professional development in times of crisis, there remains a lack of evidence-based guidance for teachers and educators regarding their inner transformation. In this chapter, the authors delve into the realms of spirituality and consciousness, new biology, quantum sciences, and nature studies and education to explore the holistic form of professional development. This approach encourages teachers and educators to acknowledge their role as co-creators of the world, emphasizing inner awakening as a vital element of professional flourishing.
Publisher: Informa UK Limited
Date: 12-09-2022
No related grants have been discovered for Bal Chandra Luitel.