Theorising Transformative Learning

The Power of Autoethnographic Narratives in Education


Educational reality is weaved within stories, poems, and dialogues, as the author demonstrates his becoming of a transformative educator. Transformative learning is important for teachers to think about their practices, change their thinking, and share the stories of their experience for learners’ empowerment.

This is an autoethnographic account of the author's experience as a transformative and transforming educator that unfolds the ways he has used ethical dilemma story pedagogy to explore interpretative and creative spaces for transformative learning, both personally and with a group of trainee teachers who take the responsibility to facilitate students’ learning into a purposeful path. The ethical dilemma story pedagogy provides relatable scenarios to challenge and unsettle learners’ thought processes leading to acknowledgment of multiple viewpoints. Theorising Transformative Learning serves to help educators utilise the sociocultural contexts connected to students’ lives and experiences.

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Kashi Raj Pandey, Ph.D. (2018), Murdoch University, Perth, teaches English at Kathmandu University. He is the author of Writing Power (Nirantar Publication, 2007), as well as short stories, poems and travelogues about people, places, and professions, both in English and Nepali languages. His research focuses on new forms of knowing about the self, others, community, and environment while also revealing the interconnected spaces and realities that reside between cultures and people.

1 An Orientation to My Study of Transformative Learning
 1 Structure of the Book
 2 Journeying into Myself: On the Road Less Travelled
 3 A Culture of Questioning and Sharing of Thoughts
 4 Transformative Learning, Autoethnography, and Stories
 5 Seeking for a New Level of Awareness
 6 More Narratives Revisited
 7 Education, the Promising Priority of People
 8 My Move towards Developing a Constructivist Pedagogy through Ethical Dilemma Stories
 9 What Is Coming? A Book on Autoethnography and Transformative Learning

2 The Cultural Context: A Transformative Journey towards Pedagogical Commitment
 1 Some Geographical and Demographic Facts about Nepal
 2 The Undetected Energy of English in the Beginning
 3 Story One: The Leaving of Home for a New Beginning
 4 Story Two: The Wisdom of an Old Man
 5 Story Three: Everything New
 6 Story Four: My First University-Teaching Experience
 7 A Mother Speaks about Her Daughter
 8 Story Five: Who Can Make Our Classrooms More Interesting?
 9 The “I” (Eye) in Me
 10 Volunteering with Professional Organisation
 11 Story Six: My Continued Journey towards Higher Degree Research
 12 Story Seven: A Justified Outcome
 13 A Letter to the English Language
 14 Oh English, Are You My Friend?
 15 Pedagogical Thoughtfulness

3 Ethical Dilemma Story Pedagogy in Practice: A Case Study
 1 Educating Students for Happiness
 2 Resisting ‘Banking’ Approaches to Pedagogy
 3 Fostering Critical Awareness
 4 Rethinking Culture and Education
 5 Honouring Home Language in the Context of English
 6 All Our Students Speak in English
 7 Promoting Emancipatory Interests in EFL Classrooms
 8 Trailing towards the Transformative Path
 9 Learning the Notes
 10 Life Moves On
 11 The Ethical Dilemma Story Method
 12 The Contextual Salience of Ethical Dilemma Stories
 13 The Dilemma of Life and How We Live
 14 The Dilemma of Leaving Home
 15 Ethical Components in Classroom Teaching
 16 A Transformative Touch I Often Imagine
 17 A Teacher’s Guide to Ethical Dilemma Story Pedagogy
 18 The Use of Ethical Dilemma Stories in Transformative Pedagogy
 19 My Fieldwork Implications of Ethical Dilemma Story Pedagogy

4 Mapping the Nature of Ethical Dilemma Stories and Transformative Learning
 1 Personal Reflection as a Transformative Learner
 2 A Transformative Pedagogy through Autoethnographic Narratives
 3 A Penultimate Breather: Some Reflections on My Journey into a Transformative Pedagogy


The primary readers of this book are practising teachers, teacher educators, writers and educationists; the unique feature of this work lies on how transformative learning is important for teachers to think about their practices, change their thinking, and share the stories of their experience for learners’ empowerment.
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