Journal of Education and Research

8-8

Authors: Laxman Gnawali

N/A

13-20

Authors: Bidya Nath Koirala

Contradictions are the lived realities of the human beings. They are more so with the people of Nepal who live with multiplicities, modernities, and post-modernities. These multiplicities have come from different roots such as language diversities; caste diversities; class diversities; religious pluralities; ascribed, described, and aspirant gender roles; lived and intended power relations with “hierarchical” caste groups and communal ethnic groups; and pedagogical variations that grew out in the country and that we imported from the West. This indicates that we have pluralities to be managed from different lenses. Reflection on personal back up, putting legs on others’ shoes, listening to others, and creating mosaic are some of the measures that are to be nurtured if we want to ensure educational justice to the diverse groups of people.

31-40

Authors: Mahesh Nath Parajuli

In this paper, I discuss how people perceive and give meaning to schooling or education. Based largely on field-data, I organize this discussion on four key themes social status and employment, everyday skills and knowledge, gender and caste, and social relationships. While making these discussions I argue that powerful contradicting forces are operating in the educational arena, one, local pressures from below for educational opportunities and improvement and the other, from above, resistance to maintain the hierarchy. I show how powerful forces at the local level deny access to schooling to women, low castes and the poor. It is true that the access to schooling to these deprived groups has been improved recently. Nevertheless, the discriminatory forces are still powerful illustrating the tension between the agency of these actors and societal structures.

51-61

Authors: Bhawani Shankar Subedi

This paper presents a summary, conclusions and recommendations of a recent doctoral study titled ‘Transfer of Training: Improving the Effectiveness of Employee Training in Nepal’. The purpose of this study was to examine the extent of transfer and to identify factors influencing it in the context of civil and corporate sector organizations of Nepal. This cross-sectional descriptive research included stratified random samples of organizations from four development regions of Nepal. Data were collected from 299 cases (56 managers, 78 supervisors and 165 employees, who received training within the last twelve months) using a mail survey, on-site survey, personal interviews, focus group discussions, training evaluation models, and observations for the verification of workplace evidences of transfer or non-transfer of the training.

69-71

Authors: Laxman Gnawali

How can teachers learn to understand themselves? Who and what can help them in this process? This paper attempts to establish that reflection is a key for teachers to explore not only their selves but also that of the others. When teachers carry out systematic inquiry into themselves, they will understand themselves, their practices and their learners. By constantly looking into their own actions and experiences, they can professionally grow in their own workplaces. This paper discusses the process of reflection and how it actually works for teacher professional development.

86-95

Authors: Shashidhar Belbase; Bal Chandra Luitel; Peter Charles Taylor

This paper discuses the thesis that autoethnography as tool in research provides the researcher to examine his or her pedagogical and research practices from his or lived evocative experiences. The essence of this paper is to seek the possibilities of linking autoethnography as a method of inquiry that catalyses the transformative pedagogy positively in mathematics education. It is an outcome of my dissertation of Masters of Philosophy (M.Phil.) in Education. I highlight the importance of autoethnography in research in a way that permits researchers to apply flexible modes of inquiry from their life experiences with motives of change to take place in educational institutions and classroom practices.