Journal of Transformative Praxis

Transformative research journey from frustrated learners to critically reflective practitioners
Rameshower Aryal 1 *
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1 Kathmandu University School of Education, Lalitpur, Nepal* Corresponding Author
Original Article

Journal of Transformative Praxis, Volume 4, Issue 1, 2023, 9-28, https://doi.org/10.51474/jrtp.v4i1.668

Online publication date: Aug 11, 2023

Publication date: Dec 31, 2023

Views: 78 | Downloads: 67

How to cite this article
APA
In-text citation: (Aryal, 2023)
Reference: Aryal, R. (2023). Transformative research journey from frustrated learners to critically reflective practitioners. Journal of Transformative Praxis, 4(1), 9-28. https://doi.org/10.51474/jrtp.v4i1.668
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Aryal R. Transformative research journey from frustrated learners to critically reflective practitioners. Journal of Transformative Praxis. 2023;4(1):9-28. https://doi.org/10.51474/jrtp.v4i1.668
AMA
In-text citation: (1), (2), (3), etc.
Reference: Aryal R. Transformative research journey from frustrated learners to critically reflective practitioners. Journal of Transformative Praxis. 2023;4(1), 9-28. https://doi.org/10.51474/jrtp.v4i1.668
Chicago
In-text citation: (Aryal, 2023)
Reference: Aryal, Rameshower. "Transformative research journey from frustrated learners to critically reflective practitioners". Journal of Transformative Praxis 2023 4 no. 1 (2023): 9-28. https://doi.org/10.51474/jrtp.v4i1.668
Harvard
In-text citation: (Aryal, 2023)
Reference: Aryal, R. (2023). Transformative research journey from frustrated learners to critically reflective practitioners. Journal of Transformative Praxis, 4(1), pp. 9-28. https://doi.org/10.51474/jrtp.v4i1.668
MLA
In-text citation: (Aryal, 2023)
Reference: Aryal, Rameshower "Transformative research journey from frustrated learners to critically reflective practitioners". Journal of Transformative Praxis, vol. 4, no. 1, 2023, pp. 9-28. https://doi.org/10.51474/jrtp.v4i1.668
ABSTRACT
The conventional linear model of pedagogical practices promotes subject-centric memorizing, considering learners as knowledge recipients rather than generators of knowledge. This pedagogical practice degrades educational values by ignoring alternative inquiry-based visionaries and meaning-making approaches. Different forms of art in pedagogy, such as poetry, autobiographical reflection, and visual arts (i.e., paintings and cartoons) that capture learners' personal experiences, on the other hand, might be considered as one of the alternative models for a meaningful and critical understanding of the core and complex phenomena of the diverse world. Thus, the paper investigates the traditional linear pedagogical model and the critical transformative model utilizing Habermasian Knowledge's consecutive interests (technical, practical, and emancipatory) as the theoretical referent and metaphors for critical discourses of such pedagogical practices.
KEYWORDS
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