Journal of Education and Research https://www.nepjol.info/index.php/JER <p>A publication of Kathmandu University, School of Education. Full text articles available here and on its own <a title="JER" href="http://kusoed.edu.np/journal/index.php/je/index" target="_blank" rel="noopener">website</a>, too. Journal of Education and Research encourages online submissions on its own <a title="JER submissions" href="http://kusoed.edu.np/journal/index.php/je/about/submissions" target="_blank" rel="noopener">webpage</a>.</p> <p>Journal of Education and Research is included on <a title="DOAJ" href="https://doaj.org/toc/2091-2560" target="_blank" rel="noopener">DOAJ</a>.</p> Kathmandu University School of Education en-US Journal of Education and Research 2091-0118 Musing on Transformative Teaching and Learning in Higher Education https://www.nepjol.info/index.php/JER/article/view/21243 I am sitting in my West faced office on the third floor of the building C in Kathmandu University School of Education, Hattiban, Nepal. I am watching outside of the window which refreshed me when I feel exhausted and tired. Today, my tiredness exceeds because I was assigned to write an editorial for the journal published by the school by my colleague. I am thinking of using transformative teaching-learning activities in the higher education of Nepal because my professional life is/will be the part of it. Suresh Gautam ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2017-08-15 2017-08-15 7 2 1 7 10.3126/jer.v7i2.21243 Learning to 'Be/Live' in Kathmandu City: Kirat Migrants' Transformation https://www.nepjol.info/index.php/JER/article/view/21244 This paper, based on auto/ethnographic inquiry, explores how particular urbanised Kirats (internal migrant ethnic community members in Kathmandu city from the East of Nepal) learn to live in Kathmandu city. The paper argues that the formal education in Nepal, guided by Western modern worldviews as hegemony, is promoting imported instrumental knowledge and skills, which are impractical and less relevant in the job market, particularly in the city context. The paper further argues that the work based learning support them to transform to become particular urban professionals. However, those Kirats are made forced-learners in urban structures for their adaptation in a new context. Such forced-learning is subjugating indigenous knowledge inherited to them from their ancestors and accumulated in their village life. Indra Mani Rai ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2017-08-15 2017-08-15 7 2 8 22 10.3126/jer.v7i2.21244 The Saga of Conflict Transformation and Peace Process in Nepal: A Unique Account https://www.nepjol.info/index.php/JER/article/view/21245 Transforming from conflict to a state of peace has been a global concern in the 21st century. Nepal involved in peace building process in a unique way. Nepal’s effort to solve armed conflict has proven to be a unique Nepali model in peace and conflict literature. This paper examines the context of armed conflict and the peace process in the light of managing combatants of the Communist Party of Nepal (Maoist) thereby contributing to the approach of transforming armed conflict into a state of global peace. For this purpose, I have used the meta-analysis to illuminate the situation of transformation from conflict to peace. Additionally, I have reflected on the ideas as a peace and human rights activist in Nepal. The paper concludes that the consensus among the conflicting parties to address the causes of armed conflict with their own ideas can uniquely contribute to conflict transformation and to establish negative peace. The reflection of this paper will pave the way for further research on peace education focusing on positive and negative peace in the post-conflict political context of the country. Debendra Prasad Adhikari ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2017-08-15 2017-08-15 7 2 23 42 10.3126/jer.v7i2.21245 Making of a Good Teacher: Transformative Expressions of Inner Life in Education Narratives of Living, Being and Knowing Together https://www.nepjol.info/index.php/JER/article/view/21246 <p><span>This research paper recollects transformative expressions of inner life in education using expressive language to reconstruct experiential narratives of educators following on with collaborative turn as encouraged in qualitative research. Similarly, this paper reflects on transformative expressions of inner life in education by putting together first person monologues of educators, generated through dialogues. This paper, in addition, reveals their lived pedagogical experiences, their stories, hopes, courage, convictions, creativity and struggles in an education system where educators are most often encouraged to suppress their inner self, somewhere clandestine rather than share the relational richness of their inner life with students. Besides, the paper argues that good teaching takes its reference from inner landscape of an educator. My research participants are aware that by making a difference in their inner life and by infusing transformative orientations of their inner life within their educational practices, they can also make a difference in the lives of their students. They are able to sustain transformative interpersonal relationships with their students, which encourage them to live a life of self-awareness, freedom, character, joy, appreciation, acceptance and creativity. Finally, the paper ends with a realisation that inner life of an educator, including his<span>/her</span> compassion, courage, concern and care, serves as a guiding force for a meaningful relationship that creates transformative possibilities in education.</span></p> Gaurav Ojha ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2017-08-15 2017-08-15 7 2 43 53 10.3126/jer.v7i2.21246 “Confronting the Dragons at the Door”: A Call for Transformative Learning in Teacher Education https://www.nepjol.info/index.php/JER/article/view/21247 <p><span>This paper examines the beliefs of Nepali teacher educators about the potential of transformative learning (TL) experiences in teacher education. It further explores the ways in which they are promoting TL among the graduate students aspiring to become teacher educators and among the in-service teachers in Nepal. Data collection consisted of qualitative methods, particularly narrative interviewing and observation. Key participants included three emerging transformative education practitioners (teacher educators) and a transformative education pedagogue from Kathmandu University. The narratives of the participants showed that they were stepping up to promote TL in teacher education programmes in Nepal. Their stories revealed that changing the frame of reference of the conventional teachers and thereby instilling in their mind-set the simple thought of TL was like confronting the dragons. Nonetheless, their engagement in teacher education programmes have exposed how students and educators can co-create TL experiences. Their experiences and also my observation of their training programmes showed that Nepali teachers are in want of TL opportunities. The findings suggest that teacher education should foster Critical Consciousness in teachers so that they can develop the ability in their students to analyse, pose questions, and take action on the diverse social, political, cultural, and economic contexts that influence and shape their lives. Moreover, the community of practice among the emerging transformative education practitioners should grow in focus from critical self-reflection to include an emphasis on promoting a contemplative mode of teaching and learning, which will offer an effective pedagogic model to nurture transformative learning in teacher education.</span></p> Rebat Kumar Dhakal ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2017-08-15 2017-08-15 7 2 54 69 10.3126/jer.v7i2.21247 Transformation Through Transformative Education: From an Egg to a New Butterfly https://www.nepjol.info/index.php/JER/article/view/21248 <p><span>This reflective note is a response to the first international Conference on Transformative Education Research and Sustainable Development that took place in Dhulikhel, Nepal, in October 2016. In this reflective note, I begin by pondering on what makes a novice academic creative and transformative. Then, I deal with the conference atmosphere, contemplate how it connects close to my heart, and finally conclude with my realisation of transformation inside. I particularly reflect on my experiences of being a volunteer to help the scholars from various parts of the world; a rapporteur to witness various talk presentations and report on them; and a participant to attend and learn from some exemplary reports and presentations – all centred at transformative education.</span></p> Sikha Gurung ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2017-08-15 2017-08-15 7 2 70 73 10.3126/jer.v7i2.21248