LEADER 05521nam 2200457 450 001 9910795139803321 005 20230817185315.0 010 $a90-04-39334-X 024 7 $a10.1163/9789004393349 035 $a(CKB)4910000000122232 035 $a(nllekb)BRILL9789004393349 035 $a(MiAaPQ)EBC6118571 035 $a(EXLCZ)994910000000122232 100 $a20200509d2019 uy 0 101 0 $aeng 135 $aurun####uuuua 181 $ctxt$2rdacontent 182 $cn$2rdamedia 183 $2rdacarrier 200 00$aResearch as transformative learning for sustainable futures $eglocal voices and visions /$fedited by Peter Charles Taylor and Bal Chandra Luitel 210 1$aLeiden, The Netherlands ;$aBoston :$cBrill Sense,$d[2019] 210 4$dİ2019 215 $a1 online resource 225 0 $aBold visions in educational research ;$vvolume 64 311 $a90-04-39333-1 320 $aIncludes bibliographical references.index. 327 $tFront Matter --$tCopyright page --$tThe Earth Charter --$tPreface --$tAcknowledgements --$tFigures and Tables --$tIntroduction: Research as Transformative Learning for Sustainable Futures /$rBal Chandra Luitel and Peter Charles Taylor --$tTeaching and Learning Transformative Research --$tJourneying towards a Multi-Paradigmatic Transformative Research Program /$rBal Chandra Luitel --$tTeaching and Learning Transformative Research /$rPeter Charles Taylor and Milton Norman Medina --$tContemplating Transformative Research Methods --$tLetter to Professor Auguste Comte /$rSuresh Gautam --$tAn Integral Perspective on Research /$rBinod Prasad Pant --$tTransforming Saudi Educators? Professional Practices /$rNaif Mastoor Alsulami --$tContemplating My Autoethnography /$rShashidhar Belbase --$tTransforming Culturally Situated Selves --$tExcavating My Cultural Identity /$rAlberto Felisberto Cupane --$tCultural-Self Knowing /$rSadruddin Bahadur Qutoshi --$tWhere Do I Come From? What Am I? Where Am I Going? /$rHisashi Otsuji --$tBeing Animated by a Transformative Soul /$rMangaratua M. Simanjorang --$tExorcising Satan from the Science Classroom /$rDoris Pilirani Mtemang?ombe --$tEnvisioning Transformative Pedagogies --$tA Reflective Journey within Five Ways of Transformative Knowing /$rNeni Mariana --$tFacilitating Culturally De/Contextualised Mathematics Education /$rIndra Mani Shrestha --$tUnshackling from Cultural Hegemony via Third Spacing Pedagogy /$rIndra Mani Rai (Yamphu) --$tEnvisioning Creative Learning in Science Teacher Education /$rSiti Shamsiah Sani --$tSustaining Transformative Pedagogies --$tReturning Home /$rYuli Rahmawati --$tTranscending Boundaries /$rNalini Chitanand --$tViewing Curriculum as Possibilities for Freedom /$rEmilia Afonso Nhalevilo --$tBack Matter --$tName Index --$tSubject Index. 330 $aIn a rapidly globalizing world, the pressing challenge for science and mathematics educators is to develop their transdisciplinary capabilities for countering the neo-colonial hegemony of the Western modern worldview that has been embedded historically, like a Trojan Horse, in the international education export industry. Research as Transformative Learning for Sustainable Futures introduces the world to next-generation multi-worldview research that empowers prospective educational leaders with a vision and voice for designing 21st century educational policies and practices that foster sustainable development of the diverse cultural capital of their multicultural societies. At the heart of this research are the principles of equity, inclusiveness and social justice. The book starts with accounts of the editors' extensive experience of engaging culturally diverse educators in postgraduate research as transformative learning. A unique aspect of their work is combining Eastern and Western wisdom traditions. In turn, the chapter authors ? teacher educators from universities across Asia, Southern Africa, the Middle East, and the Pacific ? share their experience of research that transformed their philosophies of professional practice. They illustrate the following aspects of their engagement in research as transformative learning for sustainable futures: excavating auto|ethnographically their lifeworld experiences of learning and teaching; developing empowering scholarly perspectives for analysing critically and reflexively the complex cultural framings of their professional practices; re-visioning their cultural and professional identities; articulating transformative philosophies of professional practice; and enacting transformative agency on return to their educational institutions. Contributors are: Naif Mastoor Alsulami, Shashidhar Belbase, Nalini Chitanand, Alberto Felisberto Cupane, Suresh Gautam, Bal Chandra Luitel, Neni Mariana, Milton Norman Medina, Doris Pilirani Mtemang'ombe, Emilia Afonso Nhalevilo, Hisashi Otsuji, Binod Prasad Pant, Sadruddin Bahadur Qutoshi, Yuli Rahmawati, Indra Mani Rai (Yamphu), Siti Shamsiah Sani, Indra Mani Shrestha, Mangaratua M. Simanjorang, and Peter Charles Taylor. 410 0$aBold Visions in Educational Research$v64. 606 $aTransformative learning 615 0$aTransformative learning. 676 $a370.115 702 $aTaylor$b Peter$f1950- 702 $aLuitel$b Bal Chandra 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910795139803321 996 $aResearch as transformative learning for sustainable futures$93778940 997 $aUNINA