Post Qualitative Research Trends in Education. Dieser Artikel ist nicht verfügbar.Post Qualitative Research Trends in Education

Post qualitative research is a growing approach in education that questions the usual ways research is done. Instead of following fixed methods or trying to find clear answers, it focuses on complexity, relationships, and how people, spaces, materials, and ideas are connected. In education, this means seeing classrooms and learning as changing environments shaped by interactions, emotions, technologies, and social forces. Post qualitative research encourages researchers to think creatively and ethically, and to explore new ways of understanding learning beyond traditional rules about data, voice, and truth. Post Qualitative Research Trends in Education explores how research in education can move beyond traditional methods to better understand the complexity and constant change within learning environments. It examines how relationships among people, materials, technologies, spaces, and ideas shape educational experiences in dynamic and interconnected ways. This book covers topics such as epistemology, social sciences, and autoethnography, and is a useful resource for educators, academicians, researchers, and scientists.

Bal Chandra Luitel has been serving as Dean at Kathmandu University School of Education and has been working with a number of Nepali STEAM teachers and teacher educators to engage with a host of transformative research methods together with new analytics arising from dialectical, metaphorical, poetic, and narrative thinking and representation as a means for conceiving, expressing, and implementing visions of inclusive and life-affirming STEAM education in Nepal. Currently, he coordinates a transformative education project called Rupantaran that aims at engaging master’s and doctoral students to bring forth intimate narratives unfolded during the process of their immersion in a school transformation process of public schools in Nepal.

Hem Raj Kafle is an Associate Professor of English and Communication and Associate Dean at School of Education, Kathmandu University. He specializes in rhetoric and communication and keenly works across curriculum studies, professional development, rhetorical theories, cultural studies, and creative writing. Dr. Kafle has worked as a faculty mentor and communication trainer for over a decade. He has designed training modules blending reflective practices and rhetorical communication and conducted numerous faculty development sessions within and outside Kathmandu University. His major research orientation is on qualitative inquiry in a wide range of issues such as teacher agency, empathetic pedagogy, professional ethos, and performative leadership, among others.

Siddhartha Dhungana , PhD is a faculty in English language education with extensive experience in language research issues. Self-initiated professional growth research practices are the fundamental norms for him to bring innovative and contextualized. His research concentration is on English language teacher professional development and narrative research inquiry. He believes that the Eastern value system lays the groundwork for developing dynamic educational practices for developing context and content-relevant English language educational activities, as well as professional development strategies.

Lina Gurung is currently working as an Assistant Professor at Kathmandu University School of Education (KUSOED) in the Department of Development Education. She is also on the editorial board of peer-reviewed journals. She has altogether two decades of teaching experience in schools, colleges, and universities in the social science discipline. She has done several quantitative and qualitative research since 2008 A.D. She has reviewed and developed curricula, evaluated development projects, and been involved in different community-level CSOs. Her research areas of interest are online and distance education, curriculum assessment, cybersecurity issues in schools, digital pedagogy, gender analysis, women and development, mentoring, diversity and inclusion, project evaluation, digital divide, indigenous studies and research, academic writing, and higher education.

Shree Krishna Wagle holds a Ph.D. in Transformative Education and Research from Kathmandu University, School of Education, Nepal. Additionally, he has earned an M.Phil. in educational leadership. Shree's research interests primarily revolve around educational philosophy, learning psychology, and ecological spirituality in education. Currently, his research is concentrated on exploring the transformative potentials of collaborative developmental action inquiries and praxis-informed knowing.