Exploring possibilities for participatory approaches to contextualized teaching and learning
A case from a public school in Nepal
Bibliographic Data
| ID | 21600902 |
|---|---|
| Authors | Shree Krishna Wagle (0000-0003-1371-7898, Kathmandu University, corresponding author), Bal Chandra Luitel (0000-0002-5483-2385, Kathmandu University), Erling Krogh (0000-0002-7935-907X, Department for Learning and Teacher Education, Norwegian University of Life Science, As, Norway) |
| Year | 2024 |
| Volume | 32 |
| Issue | 2 |
| Pages | 276-294 |
| Publication date | 2024-03-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2023.2183874 |
| OpenAlex | W4321605629 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
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 contextualised teaching and learning we initiated in response. However, at the end of three different participatory action research (PAR) cycles, we came to an understanding that, for sustainable pedagogical reforms, even buzz words like ‘participatory’ and ‘shifts in perspectives’ have some limitations. In a bureaucratic schooling structure, like that in Nepal, pedagogical innovations for contextualised teaching and learning have to negotiate pre-structured schooling cultures, and therefore, any change in individual and group perspectives has to be accompanied by a shift in regular schooling design, from linear closedness to ecological openness. Otherwise, the innovations for contextualised teaching and learning are unlikely to be sustained in the face of the dominant practice architecture
Action research · Citizen journalism · Openness to experience · Participatory action research · Pedagogy · Political science · Sociology · Adult and Continuing Education Topics · Educational Environments and Student Outcomes · Innovative Education and Learning Practices · Psychology
Critical theory and critical participatory action research
The Action Research Planner
The New Meaning of Educational Change
Enabling Praxis
The purpose of mess in action research
Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’
Transformative Learning
The Sage Handbook of Action Research
School gardening activities as contextual scaffolding for learning science
Organizations and Learning
Practitioner research
Place in research. Theory, methodology, and methods
Linking learning environments through agricultural experience — enhancing the learning process in rural primary schools
Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms
Irrelevance of Basic School Education in Nepal
Using Informal Conversations in Qualitative Research
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |