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Transformation Through Participatory Action Research in a Community School of Nepal
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Author(s): Roshani Rajbanshi (School of Education, Kathmandu University, Nepal)and Niroj Dahal (School of Education, Kathmandu University, Nepal)
Copyright: 2023
Pages: 11
Source title:
Implementing Transformative Education With Participatory Action Research
Source Author(s)/Editor(s): Bal Chandra Luitel (School of Education, Kathmandu University, Nepal), Bhimsen Devkota (Tribhuvan University, Nepal), Sheri Bastien (Norwegian University of Life Sciences, Norway)and Bishal K. Sitaula (Norwegian University of Life Sciences, Norway)
DOI: 10.4018/979-8-3693-0607-9.ch009
PurchaseView on the publisher's website for pricing and purchasing information.
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Abstract
A school is a vulnerable place which is easily influenced by different activities that happen inside and outside the school. With the view to improving the quality of education, Rupantaran conducted participatory action research in a community school through creative teaching and learning methods. Transformative learning theory guided this study. The results of this study were observed at three levels: micro, meso, and macro levels. When teachers critically reflected, they had an inner transformation at the micro level. As a result of interventions, the teachers' pedagogy altered at meso level. Macro-level transformation occurred as the result of the intervention at school level. Establishment of gardening, urine-diversion toilets, pig, fish, and mushroom farming are examples of macro-level transformation. This study also discovered that students and instructors have the ability to affect the school community, which was possible through participatory action research. Thus, this study concludes that transformation is hard to achieve, and participatory action research is a means to bring transformation.
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