Ecological Implications of Local Curriculum: Lessons Learned from a Participatory Action Research Project in a School in Nepal




Keywords: Ecological implications, local curriculum, PAR, transformative sustainability


The dominant schooling design of the schools in Nepal celebrates Western-modern ideals of indoor schooling structure. The indoor design has continuously separated school education from the 'living' world. It has also constrained pedagogical innovations for outdoor teaching and learning. As textbook-based indoor teaching and learning has been culturally established as the standards of school education, despite several trainings and capacity development programs for headteachers and teachers, many schools in Nepal have not been able to address the intent of local curriculum for outdoor teaching and learning. Against this background, evidenced through the lessons learned from a Participatory Action Research (PAR) project for contextualized teaching and learning in a rural-located school in Nepal, this study portrays how the initiations for the local curriculum has been sandwiched in the limited space of linearly designed indoor pedagogical structure of the school. It argues the need to discover the ecological implications of the local curriculum. Following the transformative sustainability principles, the ecological implications suggest local curriculum practitioners revisit indoor schooling design and make it flexible to embrace community lifeworld as teaching and learning resources


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Author Biography

Shree Krishna Wagle, Kathmandu University School of Education

Shree Krishna Wagle ( Ph.D. is graduate in transformative education and research from Kathmandu University, School of Education, is also an MPhil graduate in educational leadership. Shree particularly makes research studies in the field related to educational philosophy, learning psychology, and ecological spirituality in education. At present, Dr. Wagle has been engaged as a full-time faculty at Kathmandu University School of Education. He is working in accordance with the advocacy from his two books: Inner Transformation and Professional Growth of Teachers and Educators and (2) Children of Shades: A little book to witness how a poorly conceived learning practices at school is the cause of emotional issues among learners.




How to Cite

Wagle, S. K. . (2023). Ecological Implications of Local Curriculum: Lessons Learned from a Participatory Action Research Project in a School in Nepal. Dhaulagiri Journal of Sociology and Anthropology, 17(01), 16–25.