Dr. Suresh Gautam is an Assistant Professor in Development Studies at the School of Education, Kathmandu University, Nepal. His primary research interests are in the field of education, qualitative research, development, and youth and adult education in urban and rural settings contributing to social transformation. He has worked closely with the UNESCO Chair team at UEA, including through a fellowship funded by BAICE (British Association of International and Comparative Education) to develop publications based on his research on adult and youth literacy and learning.
Dr. Gautam’s recent publication for UNESCO futures of education and UNESCO indigenous language decade 2020-2030 highlight the importance of education to combat the global problems such as climate change, global warming, and pandemic like COVID 19 with preserving and promoting the local wisdom heritage which are more resilient and sustainable futures.
Dr. Gautam also experiments with the genre and logics of transformative research practice to challenge the Western Modern research paradigms thereby valuing and recognizing the local epistemic indeterminacy and practices. This ontic position has been reflected in the research supervision and facilitation skills.
Urban Education in Global South: Social Justice and Transformation
This paper aims at exploring the agendas of urban education in the context of the global south. The historical legacy of urban education has been rooted in the American context of studying urban education as a deficit modal of social justice and transformation. The expansion of the urban areas in the global south has impacted education adversely with the colonial footprint of education for producing human capital suitable for the cities and industry. However, the reforming education in urban areas has not been much prioritized. In this context, the paper deals with the urban education locating in two metropolitan cities of Nepal thereby using a case study to articulate the agendas of urban education and role of state to address these issues for social justice and transformation. The research finds that this is the time to reform education in urban areas by valuing diversity in terms of curriculum, assessment, and overall learning outcomes for preparing the conscious and critical citizens in future. The research concludes that it is the need to develop critical consciousness among students to address the deficit modal of education.
Rapid urbanization in global south is observed as theimportant drivers of economic development and progress along with uncontrolled migration, resource depletion, severe fuel shortages and the breakdown of law and order (Datta, 2017). This progress brings with the potential for greater economic growth, higher living standards, and an expanded role in the global economy. Cities are often places of prevalent poverty and inequality. They can be hot beds of political instability, given their often very rapid demographic transformation.
Powerful Western locus has been part of urban education’s history. The roots of urban education go back to the 1920s, when the U.S. government established a series of boarding schools for American Indian children. These schools were intended to assimilate Native American children into the dominant culture. They were also supposed to provide a better education for these children, compared to what they could have received at the reservation schools. The boarding school movement was the U.S. government’s largest attempt to educate Native American children up to that time, and it had a significant impact on all American Indian tribes. This root of American education system was reflected in Nepal’s education system when it started private school back in 1990s.
However, urbanization and education also come with their own set of challenges. As a result, it also divides people in terms of access to the kind of school’s students get opportunities, kinds of materials they get for their study.
Urban education rather than focusing on society and community for equitable and inclusive education, which focuses on migration, exclusion, learning, teacher preparation, and so on. It is a deficit model of education. Cities are characterized by heterogeneity, diversity, inequality, and conflict which affected the education system of the state. They are places where people coexist, but do not necessarily interact or engage with each other. Schools as a miniature of society (City) the most common meeting place for young people, and it is within these institutions that they are socialized into the dominant culture. How do we understand the role of urban education in cities characterized by heterogeneity, diversity, and inequality? What is the relationship between urban education and social justice? How are the goals of social justice reflected in urban education?
Global economic movements affected the market, values, everyday life of people in the global south. What has been described is the connection between urbanization and its effects on education, not education and its contribution to green and sustainable urbanization. By looking at the city as a learning environment, we can think about how different groups of people experience that environment, and how those differences are structured. It is an equity model, which focuses on migration, inclusion, learning, teacher preparation, and so on.
Education in this regard became a tool of oppression of global south as far as the issues of education co-relate with the issues of the global north education, especially America. This paper is important to raise some pertinent issues to reconfigure the urban education in the context of global south by placing the urban education in the center of inquiry.
Bal Chandra Luitel is a Professor in the Department of STEAM Education at Kathmandu University, School of Education. Currently, he serves as the Dean of School of Education. Educated in Nepal and Australia and having worked in Nepal, Australia, and Portugal, he completed PhD from the Science and Mathematics Education Centre (currently STEM Education Research Group), Curtin University, with Chancellor’s Commendation. Prof. Luitel’s research primarily aims to address the protracted problem of culturally decontextualized mathematics, science, and technology education faced by Nepali students. Unsurprisingly, Prof Luitel draws from the Eastern and Western philosophical and wisdom traditions to crystallize possibilities in his research program. Professor Luitel also coordinates a transformative education project called Rupantaran that aims at engaging Masters and Doctoral students to bring forth narratives unfolded during their immersion in a school transformation process via transformative (decolonial, anticolonial, and postcolonial) epistemologies armed with new analytics arising from dialectical, metaphorical, poetic, and narrative for conceiving, expressing, and implementing visions of holistic (place-based, inclusive and life-affirming education) in Nepal. Prof Luitel is a member of a transformative education research consortium (International Transformative Educational Research Network-ITERN ) comprising scholars from Asia, Africa, Europe, and America.
Sustaining and Expanding the Vision of a Transformative STEAM Education Research Program through the framework of Emancipatory Interest: An East-West Symbiosis
The presentation is a showcase of the development of a graduate research program that primarily aims at addressing the widespread problems of culturally decontextualised nature of STEM education that harbours a disempowering (e.g., exclusionary, inequitable and inauthentic) educational process and that has also been challenging the narrowly conceived notion of evidence as the outcome of the ontology of naive realism (Luitel, 2022). The notion of culture has been articulated through its postcolonial avatar of activities performed by people to produce meanings in the context of their lifeworld (Schech & Haggis, 2000). The phenomenon of cultural decontextualization is examined from the colonial goal of educating savages via the sanctified civilizational knowledge of the Home (Maseko, 2018). Although Nepal has never been colonised directly, it looked to British-India in conceiving its modern education curricula in general, and science and mathematics education in particular (Lamichhane & Luitel, 2022). As there might have been a change in the source of curricular importation, the symptom of déjà vu all over again can be seen through low achievement, disengaged learning and decreasing enrolment in science and mathematics disciplines (Taylor, Taylor, & Luitel, 2012).
A research program that radically challenges the assumptions and practices of such a disempowering educational program has been conceived under the auspices of educational research as/for transformative professional development (Luitel, 2018). In such a graduate research program, experienced educational practitioners engage themselves in addressing the broad research question—how can I improve my practice for developing an inclusive, equitable and agentic educational system? The research program has been guided by four key focuses: critical curriculum theory, multi-paradigmatic research design, transformative learning, Eastern Wisdom Traditions, and STEAM education (Luitel & Taylor, 2019; Pant, Luitel, & Shrestha, 2020). Our version of critical curriculum theory draws upon Schubert’s curriculum images and the emancipatory interest of Habermas to unpack taken for granted assumptions embedded in thinking and actions of the practitioners. Likewise, the process of unpacking their narratives of lived experiences as educational professionals is guided by critical, interpretive and other emergent paradigms. The design space has further been enriched by critical, arts-based and participatory methodologies, such as autoethnography, narrative inquiry, participatory action research, lyric inquiry, to name but a few (Flick, 2022). The reflexive research process is further informed by transformative learning in which the researcher becomes convictional, action-oriented, and praxis driven in her/his approach to producing emancipatory knowledge. While taking arts as radical response to Cartesian dualism that separates STEM from humanities, we conceive STEAM education as a radical step for envisioning empowering educational processes. In this process, a host of concepts arising from Eastern Wisdom Traditions, such as Lila and Rita shall be employed to discuss the symbiotic nature of educational empowerment (Lamichhane & Luitel, 2022; Luitel, 2019, 2022).
List of References
Flick, U. (2022). The SAGE handbook of qualitative research design: SAGE.
Lamichhane, B. R., & Luitel, B. C. (2022). A critical rendition to the development of mathematics education in Nepal: an anticolonial proposal. British Journal for the History of Mathematics, 1-21.
Luitel, B. C. (2018). A mindful inquiry towards transformative curriculum vision for inclusive mathematics education. Learning: Research and Practice, 4(1), 78-90. doi:10.1080/23735082.2018.1428141
Luitel, B. C. (2019). Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West Symbiosis. In Research as Transformative Learning for Sustainable Futures (pp. 19-37). Leiden, The Netherlands: Brill Sense.
Luitel, B. C. (2022). Why Are We Teaching Factorisation at a Time When the Planet Is Getting Hotter Every Year?: Conceiving STEAM Education through an East-West Symbiosis. In Transformative STEAM Education for Sustainable Development (pp. 34-55): Brill.
Luitel, B. C., & Taylor, P. C. (2019). Introduction: Research as Transformative Learning for Sustainable Futures. In Research as Transformative Learning for Sustainable Futures (pp. 1-16). Leiden, The Netherlands Brill|Sense.
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. http://dx.doi.org/10.17159/12221-14070/12018/v17157i17150a17156
Pant, B. P., Luitel, B. C., & Shrestha, I. M. (2020). Incorporating STEAM pedagogy in teaching mathematics. Paper presented at the Proceedings of the Eight International Conference to Review Research in Science, Technology and Mathematics Education (episteme 8), January 3-6, 2020, Homi Bhabha Centre for Science Education, Mumbai, India Available at https://episteme8.hbcse.tifr.res.in/proceedings/.
Schech, S., & Haggis, J. (2000). Culture and development: A critical introduction. Oxford: Blackwell Publishers.
Taylor, P. C., Taylor, E., & Luitel, B. C. (2012). Multi-Paradigmatic transformative research as/for teacher education: An integral perspective. In K. Tobin, B. Fraser, & C. McRobbie (Eds.), The second international handbook of science education (pp. 373-387). Dordrecht, The Netherlands: Springer.
The recent publications of Dr. Luitel can be found at https://scholar.google.com/citations?hl=en&tzom=-345&user=Kx9KdVsAAAAJ
Dr. Elisabeth Taylor was born and raised in Austria in the heart of Europe where she trained as a secondary science teacher before obtaining her doctorate from Curtin University in Perth, Australia. Currently she leads the primary level science education team at Edith Cowan University in Perth. Lily has been focusing two of her primary pre-service teacher science specialisation units (courses) on sustainability and STEAM education. She hopes that these units will help improve student engagement in STEAM learning and help raise agency in the context of sustainable development.
Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM education for sustainable development: International perspective and practices. Leiden, NL: Brill.
Taylor, E. (L.), & Taylor, P. C. (2022). Introduction – Transformative STEAM Education for sustainable development: Beyond traditional STEM education. (pp. 3-19).In: Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM Education for Sustainable Development: International perspective and practices. Leiden, NL: Brill.
Taylor, E. (L.) (2022). Ethical dilemma story pedagogy: Values learning and ethical understanding for a sustainable world. (pp. 20-33).In:Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM Education for Sustainable Development: International perspective and practices. Leiden, NL: Brill.
Taylor, E. (L.) (2022). Transformative teacher education for sustainability: From STEM to STE(A)M. (pp. 59-75). In:Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM Education for Sustainable Development: International perspective and practices. Leiden, NL: Brill.
Rahmawati, Y., Taylor, E., Taylor, P.C., Ridwan, A., & Mardiah, A. (2022/published online 18 March 2022). Students’ engagement in education as sustainability: Implementing an ethical dilemma-STEAM teaching model in chemistry learning. Sustainability 2022, 14 (6), 1-17. https://doi.org/10.3390/su14063554
Rahmawati, Y., Taylor, E., Taylor, P. C., & Koul, R. (2020). Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research, 1-18. https://doi.org/10.1007/s10984-020-09336-9
Transformative Education for Sustainable Development: An Integral Perspective on Moral Agency and Ethical Decision-Making in a Diverse and Complex World
Transformative education holds as one of its tenets that ethical knowing and ethical action is of central importance when navigating the intricacies of an increasingly diverse and complex World. Educating students towards sustainable development requires pedagogies and curricula that develop moral agency in order to prevent what Albert Bandura, a leading social psychologist, termed moral disengagement which has been identified as creating a lack of care for others that enables amoral action and atrocities. The development of moral agency as the antidote to moral disengagement is developed through education that encourages moral learning based on values clarification and critical self-reflection as promoted through Transformative Education. The term ‘values’, for some people, raises the question, ‘Whose values?’ Traditionally, people have looked to their own wisdom traditions for guidance yet with our World becoming increasingly connected and complex, this is proving difficult for some. In this talk, I will highlight how Integral Philosophy may offer opportunities for thinking about values through what Ken Wilber termed ‘Vision Logic’ – a form of logic that promotes unity in diversity which allows for open and respectful communication and dialogue. The aim of this talk is to prepare the ground for the ensuing panel discussion on Transformative Education: Embracing Diverse Wisdom Traditions to Foster Cultural and Environmental Sustainability.
Prof. Emilia Afonso Nalevilo is a Mozambican science teacher educator. She initiated her career as secondary science teacher in 1987 and moved to teach in higher education in 1995. She has been the president of the Mozambican Association for Research in Science, Mathematics and Technology Education, president of the African Association for the Studies of Indigenous Knowledge System (AASIKS), and member of the board of editors of the Cultural Studies in Science Education journal. In 2021 she was considered one of the 100 people most influential in Africa Lusophone by the Africa Shapers. Emilia is currently Vice Chancellor at Pungue University in Mozambique, the first woman ever to occupy this position in Mozambican public universities. Her main research interest areas are Science Education, IKS and innovative and transformative research methodologies.
Science Education as a Pilgrimage
The focus of my keynote is on the view of science education philosophy as a pilgrimage. In today’s world, we are challenged by the crisis of environment as a fact. It is my view that the supremacy of only one worldview – the eurocentrism-is responsible for many of the disasters we are facing today. The fact that one ontology occupied the centre acted as epistemecide for the rich ontological diversity. And that reduced our different alternatives to respond to our needs as co-habitants in this world. A pilgrimage is a metaphor I am using to explore what I call a nomadic paradigmatic standpoint in teaching Science. This paradigm invites Science educators to endeavor a journey of understanding of different ways of constructing knowledge derived from different ontologies. In contrast with a sedentary paradigmatic standpoint that creates fixed points, dualistic reasoning and shields segregation, a nomadic view invites the possibility of a harmonious dialogue between different world-views. The nomadic movement is a pilgrimage because, it is not only about moving between spaces, but mainly about moving between territories—space is a different concept from territory! Thus, the sacred and spiritual side of the journey. Through a nomadic paradigm, we can move on to visiting sometimes unknown places, like a pilgrim who seeks a higher understanding of himself and of the world. He seeks transformation. Thus, the transformative aspect of the voyage.
Selected Latest Publications
Regis, K., Gomes, N., Nhalevilo, E. (2022). Possibilidades de fundamentos epistemológicos para o ensino da história e cultura afro-brasileira e africana no Brasil: reflexões a partir do contexto africano. Revista e-curriculum, V. 20 (1). P 70-99. e-ISSN: 1809-3876
Nhalevilo, E. (2021): De Universidade a Interversidade: Alguns pilares para a acao na construcao da excelencia e inclusao. In Desafios e Possibilidades para o alvcance de uma universidade de excelencia. Organizadores E. Nhalevilo, E. Raso, O. Madacussengua. Edi-Line editores. Maputo
Nhalevilo, E. (2021). A pesca artizanal e o curriculo local.In Conhecimentos locais na pesca artisanal. Organizadores E. Nhalevioo & M. Tsambe. Editora Educar. Maputo
Nhalevilo, E. (2021): Uma reflexao sobre o papel da Universidade Pedagogica face aos desafios socio economicicos. In Aulas inaugurais da Universidade Pedagogica. Organizacao S. Duarte. Editora Educar Maputo.
Nhalevilo, E. (2019): Viewing curriculum as possibilities for freedom: An Ndo’kodo of my research path. In Research as Transformative learning for sustainable futures. Peter Charles Taylor e Bal Chandra Luitel (Editores). Brill/Sense Publishers
Nhalevilo, E. (2017): Cultural Issues in Teacher Education: From Multicultural Context to Inter/Cultural Journeys. In Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies, and Perspectives. Jean-Luc Gilles (Ed).Peter Lang. Switzerland. ISBN: 9783034329798
Dr. Prem Phyak’s research focuses on social justice, critical pedagogy, multilingualism and multilingual education, decolonial turn and language policy. Keeping engaged and participatory approach at the centre, Dr. Phyak considers research as a transformative practice contributing to building equitable communities. As a critical applied linguist and teacher educator, he sees education as a social space that represents sociopolitical and epistemological inequalities. In his research, Dr. Phyak questions the relevance of dominant ideologies and epistemologies that shape legitimate knowledge, language, and pedagogy and engages multiple stakeholders to understand sociopolitical implications of educational
policies and practices.
Considering research as a community engagement effort, Dr. Phyak works closely with the communities of Indigenous/racialized people, language teachers (including ELT), and youth to understand how education reproduces sociopolitical, linguistic and epistemological inequalities. He has co-edited Multilingual Education in South Asia: At the Intersection of Policy and Practice (Routledge, 2022) and Innovative technologies and pedagogical shifts in Nepalese higher education (Brill/Sense, 2021) and co-authored a book Engaged language policy and practices (Routledge, 2017). He has published articles in various journals such as Language Policy, Journal of Language, Identity and Education, Language in Society, Current Issues in Language Planning, International Journal of the Sociology of Language, and Multilingua. He has been serving as a member of the editorial board of different journals. Through his
scholarship, Dr. Phyak advocates for decolonizing education and colonial ideologies and focuses on the importance of critical and decolonial turn in transforming education.
Currently, Dr. Phyak teaches at the Department of English of the Chinese University of Hong Kong. He has taught at Tribhuvan University (TU) for more than a decade and served as Head of the Department of English Education at the Central Department of Education at TU.
Transformation as becoming: Understanding implicit and explicit transformations in participatory research
My talk addresses a simple question: what does transformation mean in educational research? For this, I analyze what transformative practices entail and what and how researchers can transform educational practices from the bottom-up. Drawing on ‘decolonizing research’ (Tuhiwai-Smith, 1999) and ‘teacher research’ (Cochran-Smith & Lytle, 1999), I present how researchers can collaborate with teachers to transform the learning conditions of students in multilingual, multiethnic and under-resourced school contexts while transforming their own beliefs, ideologies and values about what counts as effective pedagogies. The data for this talk are drawn from two ongoing teacher participatory action research (T-PAR) projects in Nepal. First, I discuss how a personalized narrative writing approach could help teachers empower their students from low-socioeconomic and ethnic minority backgrounds. Second, I discuss some major transformative processes and lessons from a Teachers for Teachers (TfT) mentoring scheme. By analyzing a wide range of data sets such as interviews and multimodal data (e.g., artefacts, writing samples, storybooks and images), I theorize transformation as a process of becoming and discuss how participatory research engages teachers in becoming transformative agents. I focus on both implicit and explicit forms of becoming and draw some critical implications of participatory research in educational contexts.
The recent publications of Dr. Phyak can be found at https://scholar.google.com/citations?user=qYD23sAAAAAJ&hl=en
Dr. Swaroop Rawal’s chosen path is one of development and transformation, for humanity; of sewa of the children of India. Her sewa is not only confined to the walls of one classroom, but to the rural arena where her scope for caring, compassion and selfless service is unique. She teaches a wide range of students,
from Primary Schools all the way up to Post-Graduate students. Swaroop Rawal has been awarded a Doctor of Philosophy (PhD) in Education (2006) and more recently a Doctor of Letters (2017) both from the University of Worcester, UK.
A life skills educator uses drama-in-education to teach; her work covers a wide canvas of many states in India including Maharashtra, Gujarat, Rajasthan, Uttarakhand, Jharkhand, Karnataka and Pondicherry. Presently teaching Postgraduate students appearing for their MSW & MSW-HR degrees at Sardar Patel University. She was on the list of the top ten teachers for the Global Teacher prize, 2019.
Some Key Positions:
Non-government member of Central Advisory Board of Education, India.
Member -National Focus Group for position papers for New Education Policy 2022
Board of Studies- the School of Entrepreneurship & Family Business Management, Narsee Monjee Institute of Management Studies, Mumbai
Board of Studies- Deviprasad Goenka Management College of Media Studies
Member of Advisory board, Jamnabai Narsee International School, Mumbai
Member of Advisory board, Jamnabai Narsee Gift City School, Gujarat
Founder of Early Childhood Association, India
Editorial board member of Educational Journal of Living Theories
Member of Governing Council of Save the Children, India/ BalRaksha, Bharat
Board Member of Humanitarian Aid International
The transformative influence of my living-educational-theory: Accounts from my classroom
COVID-19 pandemic disrupted the educational experiences of billions of students, of all ages, forcing schools, colleges and universities to move their classes online. A large number of faculty and students were unprepared to teach or learn online. Lack of access to digital devices, and connectivity hindered online learning creating a huge gap in learning and leading to unequal education. Teachers struggled to hold the attention of their students and maintain an engagement in a classroom setting. All the efforts to provide remote instruction were creditable, but they have been a feeble alternative for in-person learning. In this talk, I try to answer the question “How can I improve the situation here?” “How can I transform my practice so that I can adequately increase the learning agency of my students to support them to develop lifelong learning skills?” “How can I make my students learning transformative?” I argue that transformation does not come without challenges; for education to be transformative for students, it must engage them in “the process of developing critical methods of thought that will enable them to deal with [their] ever-changing world effectively and responsibly” (Dewey1992). Further, I will narrate accounts of how I held myself accountable for my own practices by generating my living-educational-theory (Whitehead, 1989) and by doing so made significant contributions to the growth of educational knowledge.
Yuli Rahmawati, PhD
Dr. Yuli Rahmawati has been Head of Chemistry Education since 2019. She received Australian Government Scholarships to pursue master and doctoral degrees at Curtin University, Australia (2007-2013). As a transformative educator, she is involved in transformative learning and research practice. She is interested in culturally responsive teaching, social-emotional learning, STEAM education, and green chemistry.
Her professional development experiences have been enriched by awards from UNILEAD (2016), Women in Academic Leadership from DAAD, Germany (2019), and DIES International Dean’s Course (2022). As well as research projects funded by the Indonesian government, during 2017-2021 she has conducted research projects on student mobility (UMAP Funding), STEM (Australia-Indonesia Institute), and Learning for Empathy (UNESCO). Besides conducting professional development for teachers, since 2014 she has been involved as an expert member in developing national standards of education for the Ministry of Education Indonesia.
As she is working in a pedagogical university, Yuli has a passion for the ongoing development of teacher education and transformative education. She is excited to engage her student-teachers in transformative research approaches in various research areas. Reflecting on her previous studies and pedagogical experiences, she is passionate about empowering science and mathematics education to support education as sustainability.
Returning Home: Empowering Teaching Identity through the Landscapes of Transformative Learning and Sustainability Education
Being empowered and motivated by Parker Palmer’s call for teachers to understand the self and their relationship with others, in my research and professional journey I am exploring the values of transformative learning and sustainability education as they impact my teaching identity. As a chemistry teacher educator, I am continuing my commitment with a passion for educating my pre-service chemistry teachers as holistic individuals and social agents to participate in creating a better world. The journey of revealing and reconceptualising transformative values of constructivism, empowering teacher-student relationships, and dialectical thinking is continuing to engage me in creating innovative approaches to values-based learning and is stimulating me as a transformative leader. My values in relation to education as sustainability are empowering me to shift my thinking and actions to develop the agency of my pre-service teachers. In my unfolding identity as a leader in the university’s chemistry education program, I am transforming curricula and courses and creating new research and teaching approaches. Practicing the values of transformative learning and education as sustainability is helping me to continually negotiate cultural border crossings. The journey is not easy, however the experience of being neglected and rejected is empowering me to stay on the pathway of a transformative teacher educator.
The recent publications of Dr. Rahmawati can be found at https://scholar.google.com/citations?user=OrqDxrsAAAAJ&hl=en
Peter Charles Taylor (Ph.D., MEd, BSc, DipEd) is Adjunct Professor of Transformative Education at Murdoch University, Australia. His vision for education integrates the Arts and Sciences to develop higher-order capabilities, such as creativity, critical self-reflection, ethical astuteness, and connectedness, which are essential attributes for living and working sustainably in the complex, diverse and contested world of the 21 st century. Peter coordinates the International Transformative Educational Research Network (ITERN) which promotes the transformative professional development of teachers and students in universities and schools worldwide.
Transformative STEM Educators Embracing the Arts to Develop Students’ Capabilities for Resolving Global Sustainability Crises
We are currently experiencing an era – the Anthropocene – that is unprecedented in the history of our planet. Our addiction to fossil fuels and powerful technologies has dangerously altered the Earth’s natural systems, giving rise to well-documented global crises, such as climate change, plastic pollution of the oceans, and tragic loss of biocultural diversity. These crises pose a unique challenge for STEM educators given that STEM disciplinary knowledge and skills are often viewed as the key to solving the world’s economic and environmental problems. A popular view that tends to focus narrowly, however, on students learning objectively about the world out there. Such a restrictive view largely ignores the
crucial role education can and should (ethically) play in shaping students’ attitudes and values – their inner worlds – that fuel their creative moral agency for living and working in sustainable ways. Across the world, transformative STEM educators are embracing Arts-based methods to prepare young people with special capabilities and values for actively contributing to the sustainable development of a world in crisis. Examples of these innovative approaches are featured in a new book – Transformative STEAM Education For Sustainable Development -edited by Elisabeth and Peter Taylor, with chapters by transformative STEAM educators in Australia, Nepal, Indonesia, Hong Kong, Thailand and Philipinnes. In this presentation Peter will outline several of these innovative pedagogical approaches.
Taylor, E. (L.), & Taylor, P. C. (Eds.) (in press/2022). Transformative STEAM education for sustainable futures: International perspectives and practices. Brill.
Taylor, P. C. (2020). Embracing Arts education to enrich the worldview of STEM teachers. Non|Traditional Research Outcomes (NiTRO). The Australian Council of Deans and Directors of Creative Arts.
Taylor, P. C., & Luitel, B. C. (Eds.) (2019). Research as transformative learning for sustainable futures: Glocal voices and visions. Brill-Sense.
Taylor, P. C., & Medina, M. (2019). Teaching and learning transformative research: Complexity, challenge and change. In P. C. Taylor, & B. C. Luitel (Eds.), Transformative research for sustainable futures: Glocal voices and visions (pp. 39-57). Brill-Sense.
Taylor P. C., & Taylor E. (2019). Transformative STEAM education for sustainable development. In Y. Rahmawati & P.C. Taylor (Eds.), Empowering science and mathematics for global competitiveness (pp. 125-131). Taylor and Francis.
Taylor, E., Taylor, P. C., & Hill, J. (2019). Ethical dilemma story pedagogy: A constructivist approach to values learning and ethical understanding. In Y. Rahmawati & P.C. Taylor (Eds.), Empowering science and mathematics for global competitiveness (pp. 118-124). Taylor and Francis.
Rahmawati, Y., & Taylor, P. C. (2018). The fish becomes aware of the water in which it swims: Revealing the power of culture in shaping teaching identity. Cultural Studies of Science Education, 13(2), 525-537.
Taylor, E. (L.), Taylor, P. C., Aly, A., Karnovsky, S., & Taylor, N. (2017). Beyond Bali: A transformative education approach for developing community resilience to violent extremism. Asia Pacific Journal of Education, 37(2), 193-204.