In this book we illustrate how prospective educational leaders from universities in 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 arts-based 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 traditions (Islam, Hinduism, Buddhism, Christianity) to expose the hegemony of the neo-colonial Western modern worldview and envision alternative philosophies of practice for promoting the cultural diversity of their respective countries.


In the opening chapter, we map the rationale and scope of the book: from the problem 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

In these chapters we explain our development and teaching of research as 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.

Table of Contents

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