Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 1, Issue 1, 2020, 1-8, https://doi.org/10.3126/jrtp.v1i1.31756

Online publication date: Jun 30, 2020

Publication date: Dec 31, 2020

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Transformative praxis covers a wide range of scholarly pursuits for social change via reflexive research and practice. Praxis is used to raise the consciousness of researchers, participants and social actors through a constant embracing of a critical stance toward text, discourse, and the lifeworld. A host of images are used to conceptualise the notion of transformative praxis as epistemology, theory, methodology, professional development, genres and logics, and empowerment. Transformative praxis as epistemology refers to multiple ways of knowing embedded in critiquing, reconceptualizing self, and envisioning; whereas transformative praxis as theory is informed by the critical scholarship of strengths and limitations of theories, philosophies, and perspectives as a means for social change. Our ideas of transformative praxis as methodology are embedded in the commitments of researchers and practitioners to engage in the process of holistic meaning making. Reflexive engagement of researchers and practitioners in the lifeworld contributes to the conceptualisation of transformative praxis as professional development. Transformative praxis as empowerment draws upon the ongoing discourse of an emancipatory interest that emphasises autonomy, responsibility, and criticality. The articles in this issue focus on developing cosmologically responsible educational processes, deviance as pedagogical action, holistic learning, and pedagogical change through multiparadigmatic research processes.

Praxis Logics and genres Reflexivity Emancipation

1. Andrew, B. (2017). Climate change, migration, and the crisis of humanism. Wiley Interdisciplinary Reviews: Climate Change, 8(3), e460. https://www.doi.org/10.1002/wcc.460
2. Berryman, M. (2015). Editorial: Culturally responsive pedagogies as transformative praxis. Waikato Journal of Education, 18(2). https://doi.org/10.15663/wje.v18i2.157
3. Brookfield, S. (2008). Radical questioning on the long walk to freedom: Nelson Mandela and the practice of critical reflection. Adult Education Quarterly, 58(2), 95-109. https://doi.org/10.1177/0741713607310150
4. Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
5. Cudworth, E., & Hobden, S. (2017). The emancipatory project of posthumanism. Routledge.
6. Denzin, N. K. (2019). The death of data in neoliberal times. Qualitative Inquiry, 25(8), 721- 724.
7. Denzin, N. K., Lincoln, Y. S., MacLure, M., Otterstad, A. M., Torrance, H., Cannella, G. S., Koro-Ljungberg, M., & McTier, T. (2017). Critical qualitative methodologies: Reconceptualizations and emergent construction. International Review of Qualitative Research, 10(4), 482-498.
8. Ernest, P. (2016). The problem of certainty in mathematics. Educational Studies in Mathematics, 92(3), 379-393.
9. Faulkner, S. L. (2007). Concern with craft: Using ars poetica as criteria for reading research poetry. Qualitative Inquiry, 13(2), 218-234. https://doi.org/10.1177/1077800406295636
10. Faulkner, S. L. (2016). Poetry as method: Reporting research through verse. Routledge.
11. Freire, P. (2005). Education for critical consciousness. Continuum.
12. Granger, D. A. (2006). John Dewey, Robert Pirsig, and the art of living: Revisioning aesthetic education. Springer.
13. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.
14. Hyslop-Margison, E. J., & Dale, J. (2010). Paulo Freire: Teaching for freedom and transformation. Springer.
15. Johns, C. (Ed.). (2017). Becoming a reflective practitioner. John Wiley & Sons.
16. Kincheloe, J. L., & Pinar, W. (Eds.). (1991). Curriculum as social psychoanalysis: The significance of place (pp. 1-23). State University of New York Press.
17. Luitel, B. C. (2018). A mindful inquiry towards transformative curriculum vision for inclusive mathematics education. Learning: Research and Practice, 4(1), 78-90. https://doi.org/0.1080/23735082.2018.1428141
18. Luitel, B. C., & Taylor, P. C. (2011). Kincheloe’s bricolage. In K.G. Tobin (Ed.), Key works in critical pedagogy:Joe Kincheloe (pp. 191-199). Brill Sense.
19. Luitel, B. C., & Taylor, P. C. (2013). Fractals of ‘old’and ‘new’logics: A post/modern proposal for transformative mathematics pedagogy. Philosophy of Mathematics Education Journal, 27, 1-31.
20. Maseko, P. N. (2018). Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda. Educational Research for Social Change, 7(Special Issue), 78-90.
21. Mukhopadhyay, A. (2019). Everyday aesthetics and the Indic Goddess traditions: An Aurobindonian approach. Journal of Comparative Literature and Aesthetics, 42(2), 48-59.
22. Navarro, O. (2018). We can’t do this alone: Validating and inspiring social justice teaching through a community of transformative praxis. Curriculum Inquiry, 48(3), 335-358.
23. Pillay, A. (2015). Transformative and critical education praxis in a teacher education lecture room. Education as Change, 19(3), 4-23.
24. Rahmawati, Y., & Taylor, P. C. (2015). Moments of critical realisation and appreciation: A transformative chemistry teacher reflects. Reflective Practice, 16(1), 31-42.
25. Saldana, J. (2018). Writing qualitatively: The selected works of Johnny Saldaña. Routledge.
26. Sjollema, S. D., & Bilotta, N. (2017). The raw and the poignant: Using community poetry in research. Journal of Poetry Therapy, 30(1), 17-32.

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