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.
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.
Table of contents
Preface List of Figures and Tables
Introduction: Research as Transformative Learning for Sustainable Futures Bal Chandra Luitel and Peter Charles Taylor
Part 1: Teaching & Learning Transformative Research
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
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
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
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
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
Social science researchers, teacher educators, research supervisors and postgraduate students interested in contemporary educational research methods, transformative education, and teacher professional development.