Telling an Untold Story of Pedagogical Practices in Mathematics Education in Nepal: Envisioning an Empowering Pedagogy
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Resumo
Conventional mathematics education practice glorifies the hypothetico-deductive reasoning and accompanying reductionist and piecemeal pedagogy and pushes us into the grips of pouring and 'one-size-fits-all' approach (Freire, 1993; Luitel, 2009; Lamichhane, 2021). It is still being practiced and occupies the dominant role in our schools and universities. In this background, the objectives of this research were to explore the roles of existing pedagogy behind a formation of a transmissionist image of pedagogy, thereby envisioning empowering/ humanizing pedagogical practices. In so doing, I deployed an autoethnography research design (Bochner & Ellis, 2016) under interpretive, critical, and postmodern paradigms (Taylor, Taylor, & Luitel, 2012). Writing as a method of inquiry (Richardson & St. Pierre, 2017) has been used to generate field texts. To interpret and make meaning from the textual information, I have used Habermas's Knowledge Constitutive Interests (Habermas, 1972) and Jack Mezirow's Transformative Learning Theory (Mezirow, 1991) as theoretical referents. I have captured the pedagogical practices under three themes: -practice makes a man perfect! I am a successful teacher; he is our supporter! Please protect him! and I do not know anything! Prepare them for the exam. Likewise, a metaphor of empowering/humanizing pedagogy has been proposed as an inclusive pedagogy. Finally, I revealed that empowering/humanizing pedagogy supports connecting mathematical activities to the lifeworld of the learners. It promotes agentic aspects of the learners and helps them to become informed and conscious citizens so that they can contribute to creating an inclusive and socially just society.
Dados da obra
- Tipo
- Artigo
- Periódico
- Saptagandaki Journal, p. 48-69
- Ano
- 2022 (2022-12-31)
- Idioma
- en
- Palavras-chave
- mathematics education; teaching practice; humanizing pedagogy; hypothetico-deductive reasoning; exam-oriented teaching; teacher-student relationship; Jürgen Habermas; inclusive pedagogy
- Temas
- Práticas Pedagógicas
- DOI
- 10.3126/sj.v13i1.54946
- ISSN
- 2594-3243
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LAMICHHANE, Basanta Raj; LUITEL, Bal Chandra. Telling an Untold Story of Pedagogical Practices in Mathematics Education in Nepal: Envisioning an Empowering Pedagogy. Saptagandaki Journal, p. 48-69, 2022. DOI: https://doi.org/10.3126/sj.v13i1.54946.
APA
Lamichhane, B. R., & Luitel, B. C. (2022). Telling an Untold Story of Pedagogical Practices in Mathematics Education in Nepal: Envisioning an Empowering Pedagogy. Saptagandaki Journal, 48-69. https://doi.org/10.3126/sj.v13i1.54946
BibTeX
@article{lamichhane2022,
author = {Lamichhane, Basanta Raj and Luitel, Bal Chandra},
title = {Telling an Untold Story of Pedagogical Practices in Mathematics Education in Nepal: Envisioning an Empowering Pedagogy},
year = {2022},
journal = {Saptagandaki Journal},
pages = {48-69},
doi = {10.3126/sj.v13i1.54946},
language = {en}
}RIS
TY - JOUR AU - Lamichhane, Basanta Raj AU - Luitel, Bal Chandra TI - Telling an Untold Story of Pedagogical Practices in Mathematics Education in Nepal: Envisioning an Empowering Pedagogy PY - 2022 JO - Saptagandaki Journal SP - 48 EP - 69 DO - 10.3126/sj.v13i1.54946 LA - en ER -
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