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TRIVENI: A Conceptual Framework for Transforming Learning Practices With Participatory Action Research
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Author(s): Pushpa Kumari Sunar (School of Education, Kathmandu University, Nepal), Priska Bastola (School of Education, Kathmandu University, Nepal), Babita Maharjan (School of Education, Kathmandu University, Nepal)and Parbati Dhungana (School of Education, Kathmandu University, Nepal)
Copyright: 2023
Pages: 14
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.ch013
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Abstract
This book chapter attempts to share the authors' understanding and experience of exploring, knowing, and doing participatory action research (PAR) for transformative learning in the context of Nepal. With more than fifteen years of teaching-learning experience, the authors have realized that participation and collaboration can transform our educational practices, school community, and society; and emphasized PAR as one such research approach that helps to bring all the stakeholders together to solve the issues related to the school community and improve their practices. Nevertheless, doing PAR also has some challenges. Hence the primary purpose of this chapter is to mitigate those challenges in PAR by proposing the framework of 'TRIVENI': engage, enact, and empower as a tool for PAR for transformative learning. Subscribing collaborative inquiry, this chapter presents the authors' conceptual understanding of PAR and its connection with transformative learning and challenges in PAR. With the help of empirical studies, the authors propose a framework for overcoming challenges in PAR.
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