Participatory Action Research as a Transformative Approach for the Whole School Improvement
Original Article
Journal of Transformative Praxis, Volume 6, Issue 1, June 2025, -
Publication date: Jun 22, 2025
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APA
In-text citation: (Giri et al., 2025)
Reference: Giri, D. R., Neupane, B. P., & Subedi, D. (2025). Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis, 6(1), -.
Reference: Giri, D. R., Neupane, B. P., & Subedi, D. (2025). Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis, 6(1), -.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Giri DR, Neupane BP, Subedi D. Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis. 2025;6(1):.
Reference: Giri DR, Neupane BP, Subedi D. Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis. 2025;6(1):.
AMA
In-text citation: (1), (2), (3), etc.
Reference: Giri DR, Neupane BP, Subedi D. Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis. 2025;6(1), -.
Reference: Giri DR, Neupane BP, Subedi D. Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis. 2025;6(1), -.
Chicago
In-text citation: (Giri et al., 2025)
Reference: Giri, Dhundi Raj, Bharat Prasad Neupane, and Dhanapati Subedi. "Participatory Action Research as a Transformative Approach for the Whole School Improvement". Journal of Transformative Praxis 2025 6 no. 1 (2025): -.
Reference: Giri, Dhundi Raj, Bharat Prasad Neupane, and Dhanapati Subedi. "Participatory Action Research as a Transformative Approach for the Whole School Improvement". Journal of Transformative Praxis 2025 6 no. 1 (2025): -.
Harvard
In-text citation: (Giri et al., 2025)
Reference: Giri, D. R., Neupane, B. P., and Subedi, D. (2025). Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis, 6(1), pp. -.
Reference: Giri, D. R., Neupane, B. P., and Subedi, D. (2025). Participatory Action Research as a Transformative Approach for the Whole School Improvement. Journal of Transformative Praxis, 6(1), pp. -.
MLA
In-text citation: (Giri et al., 2025)
Reference: Giri, Dhundi Raj et al. "Participatory Action Research as a Transformative Approach for the Whole School Improvement". Journal of Transformative Praxis, vol. 6, no. 1, 2025, pp. -.
Reference: Giri, Dhundi Raj et al. "Participatory Action Research as a Transformative Approach for the Whole School Improvement". Journal of Transformative Praxis, vol. 6, no. 1, 2025, pp. -.
ABSTRACT
Abstract
This paper reflects on the experiences of implementing Participatory Action Research (PAR) in an institutional school in Nepal. So, this methodological paper discusses experiences of implementing PAR as a transformative approach to school improvement initiatives in an institutional school in Nepal. It maps the theoretical and philosophical foundations of PAR, academic discourses on school improvement parameters and the findings of the PAR project in the educational setting. So, the main objective of this study is to explore the transformative power of PAR for whole-school improvement through stakeholders' recognition, empowerment, collaborative decision-making and democratic participation in each stage of research inquiry. Based on the evidence, PAR is effective in creating a shared vision, teacher professional development, promoting school-community partnerships and creating a welcoming, child-friendly learning environment in the school. Therefore, it concludes that PAR is a transformative approach for school improvement. Implication of this research is that policymakers, practitioners, and teacher educators can be benefitted from this study regarding whole-school improvement in terms of creating a shared vision, teacher professional development, promoting school community partnerships, and creating a child-friendly home like welcoming environment through stakeholders' recognition, empowerment, collaborative decision-making and democratic participation.
This paper reflects on the experiences of implementing Participatory Action Research (PAR) in an institutional school in Nepal. So, this methodological paper discusses experiences of implementing PAR as a transformative approach to school improvement initiatives in an institutional school in Nepal. It maps the theoretical and philosophical foundations of PAR, academic discourses on school improvement parameters and the findings of the PAR project in the educational setting. So, the main objective of this study is to explore the transformative power of PAR for whole-school improvement through stakeholders' recognition, empowerment, collaborative decision-making and democratic participation in each stage of research inquiry. Based on the evidence, PAR is effective in creating a shared vision, teacher professional development, promoting school-community partnerships and creating a welcoming, child-friendly learning environment in the school. Therefore, it concludes that PAR is a transformative approach for school improvement. Implication of this research is that policymakers, practitioners, and teacher educators can be benefitted from this study regarding whole-school improvement in terms of creating a shared vision, teacher professional development, promoting school community partnerships, and creating a child-friendly home like welcoming environment through stakeholders' recognition, empowerment, collaborative decision-making and democratic participation.
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