Nepali Cultural Worldview as Eclectic Space in Transformative Action Research for Post-Critical Scientific Literacy

IF 3.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2024-11-30 DOI:10.1007/s11191-024-00597-x

Pratima Thapaliya, Bal Chandra Luitel

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引用次数: 0

Abstract

In this methodological paper of my PhD journey, I attempt to showcase the Nepali Cultural Worldview (NCW) grounded transformative praxis for reconceptualizing the conventional approach of scientific literacy that forgets our axio-onto-epistemic roots. Theory, values, and practice are the foundation of transformative praxis (Freire, 1996). Therefore, to counteract the Westo-centric outlook of the science education practice, the primary concern of this paper is: How could Nepali Cultural Worldview support reconceptualizing scientific literacy through transformative action research? I viewed my research question through the lenses of NCW to enrich the NCW grounded on axio-onto-epistemic roots. I made critical discourse based on TAR’s theoretical, philosophical, and practical dimensions. I also offer to engage in TAR projects for post-critical scientific literacy. It could renew our post/positivist “self” to NCW-grounded transformative “self.” In this regard, TAR possibly empowers us to do our Kartabya Karma to strengthen and reinforce our professional Dharma and nurture the researcher and research participants as change agents.

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尼泊尔文化世界观：后批判科学素养转型行动研究中的折衷空间

在我博士之旅的这篇方法论论文中，我试图展示尼泊尔文化世界观（NCW）为重新概念化科学素养的传统方法而建立的变革实践，这些方法忘记了我们的axio-onto-epistemic根源。理论、价值观和实践是变革实践的基础（Freire, 1996）。因此，为了对抗以西方为中心的科学教育实践观，本文主要关注的是：尼泊尔文化世界观如何通过变革行动研究支持科学素养的重新概念化？我通过NCW的视角来看待我的研究问题，以丰富基于axio-onto-epistemic根的NCW。我基于西藏自治区的理论、哲学和实践维度进行了批判性论述。我也愿意参与后批判科学素养的TAR项目。它可以将我们的后/实证主义“自我”更新为基于ncw的变革“自我”。在这方面，TAR可能会授权我们做我们的Kartabya Karma，以加强和加强我们的专业佛法，并培养研究人员和研究参与者作为变革的推动者。

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来源期刊

Science & Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

14.00%

发文量

期刊介绍： Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]