Bal Chandra Luitel
Dados Biográficos
| ID | 315637 |
|---|---|
| NOME | Bal Chandra Luitel |
| PRENOMES | Bal Chandra |
| SOBRENOME | Luitel |
| ASSINATURA | LUITEL B C |
| AFILIAÇÕES | Kathmandu University |
| ORCID | 0000-0002-5483-2385 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 11 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Rethinking Field and Fieldwork in Qualitative Research
Conventionally, the field in qualitative research is understood as a community or social setting, often located in distant areas, for extracting data, thereby privileging the researcher’s control. Drawing from Indigenous and decolonial epistemologies, this article theorizes the research field is not just a community but the Indigenous lands which is relational, emergent, and living space that serve as a source of knowledge. Taking Nepal’s Sampang…
Development and Validation of Workplace Spirituality Scale in a South Asian Context
This study aimed to develop and validate a workplace spirituality (WPS) scale tailored to a South Asian context. The scale’s initial item pool was generated by combining insights from a qualitative study and extant WPS scales. The item pool was subjected to face validity checks, member feedback and expert evaluation. Exploratory factor analysis and confirmatory factor analysis resulted in a 29-item WPS scale with six dimensions: altruism, interpe…
STEAM-based inclusive science education
Nepali Cultural Worldview as Eclectic Space in Transformative Action Research for Post-Critical Scientific Literacy
Exploring possibilities for participatory approaches to contextualized teaching and learning
This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of con…
Developing a school-based nutrition education programme to transform the nutritional behaviours of basic-level schoolchildren
Nutrition education at school can contribute to developing healthy nutritional behaviours in schoolchildren. This paper critically reflects on how participatory action research (PAR) empowered university researchers and a school community to co-develop a school-based nutrition education programme (SBNEP) that promotes healthy nutritional behaviours in basic-level schoolchildren (Grades 1–8). This study followed PAR as the methodological approach,…
Postcolonial Autoethnography
We have encountered the views of research as apolitical, ahistorical, aculture, and value free: the most powerful weapon for the imposition of Western-Eurocentric thought. It does not embrace the voice and epistemology of Othered people. Against this backdrop, we offer significant features of postcolonial autoethnography. It has three major attributes: exploring the colonial legacy for revitalizing others, dialectical reasoning to create a synerg…
Research as Transformative Learning for Sustainable Futures
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 th…
Irrelevance of Basic School Education in Nepal
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 teachin…
A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education
Irrelevance of Basic School Education in Nepal
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 teachin…
Postcolonial Autoethnography
We have encountered the views of research as apolitical, ahistorical, aculture, and value free: the most powerful weapon for the imposition of Western-Eurocentric thought. It does not embrace the voice and epistemology of Othered people. Against this backdrop, we offer significant features of postcolonial autoethnography. It has three major attributes: exploring the colonial legacy for revitalizing others, dialectical reasoning to create a synerg…
A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education
A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education
Research as Transformative Learning for Sustainable Futures
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 th…
Irrelevance of Basic School Education in Nepal
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 teachin…
Postcolonial Autoethnography
We have encountered the views of research as apolitical, ahistorical, aculture, and value free: the most powerful weapon for the imposition of Western-Eurocentric thought. It does not embrace the voice and epistemology of Othered people. Against this backdrop, we offer significant features of postcolonial autoethnography. It has three major attributes: exploring the colonial legacy for revitalizing others, dialectical reasoning to create a synerg…
Exploring possibilities for participatory approaches to contextualized teaching and learning
This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of con…
Developing a school-based nutrition education programme to transform the nutritional behaviours of basic-level schoolchildren
Nutrition education at school can contribute to developing healthy nutritional behaviours in schoolchildren. This paper critically reflects on how participatory action research (PAR) empowered university researchers and a school community to co-develop a school-based nutrition education programme (SBNEP) that promotes healthy nutritional behaviours in basic-level schoolchildren (Grades 1–8). This study followed PAR as the methodological approach,…
Nepali Cultural Worldview as Eclectic Space in Transformative Action Research for Post-Critical Scientific Literacy
Rethinking Field and Fieldwork in Qualitative Research
Conventionally, the field in qualitative research is understood as a community or social setting, often located in distant areas, for extracting data, thereby privileging the researcher’s control. Drawing from Indigenous and decolonial epistemologies, this article theorizes the research field is not just a community but the Indigenous lands which is relational, emergent, and living space that serve as a source of knowledge. Taking Nepal’s Sampang…
Development and Validation of Workplace Spirituality Scale in a South Asian Context
This study aimed to develop and validate a workplace spirituality (WPS) scale tailored to a South Asian context. The scale’s initial item pool was generated by combining insights from a qualitative study and extant WPS scales. The item pool was subjected to face validity checks, member feedback and expert evaluation. Exploratory factor analysis and confirmatory factor analysis resulted in a 29-item WPS scale with six dimensions: altruism, interpe…
STEAM-based inclusive science education
Pedagogy (6 obras) · Sociology (6 obras) · Political science (4 obras) · Transformative learning (4 obras) · Action research (3 obras) · Adult and Continuing Education Topics (3 obras) · Citizen journalism (3 obras) · Education and Critical Thinking Development (3 obras) · Participatory action research (3 obras) · Psychology (3 obras)