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Transformative Learning Through Ethical Dilemma Stories: an Autoethnographic Study

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Transformative Learning Through Ethical Dilemma Stories: an Autoethnographic Study TRANSFORMATIVE LEARNING THROUGH ETHICAL DILEMMA STORIES: AN AUTOETHNOGRAPHIC STUDY By Kashi Raj Pandey M.A. (English), M. Phil. (Education) This thesis is presented for the degree of Doctor of Philosophy © Kashi Raj Pandey School of Education Murdoch University September 2018 i DECLARATION To the best of my knowledge and belief my dissertation entitled “Transformative Learning through Ethical Dilemma Stories: An Autoethnographic Study” contains no material previously published by any other person except where due acknowledgment has been made. I understand that this research will become a part of the permanent collection of Murdoch University. My signature below authorises for the release of this dissertation to any readers upon request for scholarly purposes. 06 September 2018 Kashi Raj Pandey Date ii DEDICATION To my late parents who had a wish to see their youngest ‘child’ to keep struggling in academia and achieve a satisfaction that the Nepalese society would desire; To my lovely friend, the late Brian Fisher (AM), for always believing in me and pushing me to do my best throughout the very likely but unexpected excursions of ours. Although I dearly missed Brian’s physical presence at this precious moment, his belief in the creativity within me will always be assured; To my teachers, students, and friends who have always been my main support during my journey in developing this work of thesis and to those who and will feel my ideas with their lived experiences as they go through this thesi; To my wife and our two sons; their company always took me further to this successful achievement; And To my readers, who, I hope, are ready to spend their time to read and understand what this thesis reveals. I thank everyone whose name I could not address directly, for all the love, guidance and support they gave me in every moment of my life. iii ACKNOWLEDGEMENTS This work arrives at a stage of presentation as an outcome of guidance, support and inspiration of many wise mentors to whom I owe sincere and profound gratitude; yet, it went through adventurous twists and turns, ups and downs. I have learnt much about what it means to demonstrate capacity and commitment to conduct and engage with research of this type. Therefore, I would like to thank many people whose time, effort, ever caring guidance, and support were greatly valued in the completion of this dissertation. I would like to thank the Australia Awards for offering me a full scholarship during my PhD study (2014-2019) in Australia. An immense amount of acknowledgement goes to my principal supervisor Professor Barry Down, the most sought and inspiring of mentors, for his every effort in giving me enough creative space to discover my scholarly voice in this present work. Barry’s generous support during the critical phase of this PhD research has overwhelmed me; such encouragement and illumination about true education have elevated and transformed my academic existence. Each word from the chapters of this thesis has travelled through his mentoring; Barry’s critical feedback as well as thoughtful, timely and empathic inspiration has become the energy for me throughout. My appreciation also goes to Professor Stephen Ritchie for supporting me with a belief that I had something worthwhile to contribute to the world of academia; I thank him for standing by me and taking over the role of a co-supervisor of my PhD research. I am grateful to Professor Kenneth Tobin for his creative wisdom, support and friendship. Thank you, Ken for encouraging me to continue my research further and seeing its potential at one but very difficult moment of this journey. You always took time from your busy schedule to discuss my academic growth. Your direction and contagious sense of humour will always remain in my episodic as well as semantic memory. I am really thankful to Associate Professor Libby Lee-Hammond who gave me a caring, yet pragmatic support and guidance that kept me academically alive. My meeting with Namulundah Florence, a Kenyan born author and American Professor of Education, became an awesome moment of academic aura; borrowing her words to “keep working for the people you (I) love and care”; these words have energised me to move ahead. My sincere thanks also go to my friend Anup KC for his expertise in formatting while I am equally indebted to Dr. John Fielder, Dr. Michael Seats, Dr. iv Stephen Johnson, Dr. Ross James, Antonia Naarstig, and Jennifer Murphy for their editorial support. Furthermore, I thank Dr. Rekha Koul, Dr. Antonia Chandra, Dr. Chandra Chandrasegaran, Dr. John Fielder, Dr. Michael Seats, Professor David Treagust, Dr. Venkatrao Venkatrao Vishnumolakala, Dr. Margaret Merga, Dr. Peter Taylor, Dr. Elisabeth Settelmaier, Dr. Chris Hogan, poet Peter Jeffery, AM and Dr. Liana Christensen for their inspiration, support and challenge; you have witnessed the struggles I have faced to grow as a successful PhD scholar. You were all the caring members of my academic family; many things have been a real-life learning of transformative education, every day. I am grateful to my good friends Mangara, Neni, Aditya, Lionel, Naif, Sunil Govinage, Minerva, Helen, Gbenga, Yibo, Antoinette Geagea, Ronnie, Sian, Karen, Jyoti Keshwani, Nimas, Tam, Thao, Azeema, Van, Brendon Briggs, Helen Stone, Janene, and Phil Jones for their continuous belief that I could complete the mission one day, and this is the day. I feel I am surrounded by the greatest talents of the present time when such friendship has been a sanctuary to renew me every day. Many thanks to my research participants, the pre-service teachers including my dear friend Rudra Danai for always remaining connected, and being ready to share their reflective experiences. You are the main basis of this research journey; without you, this thesis would not have been possible. This is a time, I joyfully remember my wonderful brothers and loving sisters, doting wife, our two sensible boys, my sympathetic relatives and friends who tolerated my absences in many social/cultural events and provided me with moral support; you are the most precious gifts in my life. You have taught me about living a life I seek to recreate each time we meet; you are my hope that the world can change for the better. I express my sincere thanks to my dear colleagues and students at Kathmandu University (Nepal) and academics, administrative, and library staff at Curtin University and Murdoch University, both located in Western Australia, for their kind cooperation during my PhD study. Many thanks for your encouragements throughout this journey. I am grateful to all of you. v LIST OF FIGURES Figure 1: A family conclave. 8 Figure 2: A signboard (mis) representating the popularity of English in Nepal. 25 Figure 3: Universal dilemma. 39 Figure 4: My journey to Kathmandu University unfolds from here. 74 Figure 5: The critically reflective components. 160 vi LIST OF APPENDICES Appendix 1 B.Ed. Curriculum Framework 261 Appendix 2 Project Information Letter 262 Appendix 3 Research Information Acknowledgement Letter 264 Appendix 4 Project Permission Letter 265 Appendix 5 Ethical Dilemma Story Pedagogy 266 Appendix 6 A Teachers’ Guide to Classroom Interaction 269 Appendix 7 Lesson Plan 271 Appendix 8 A Sample Response (Verbatim) to Interview I 275 Appendix 9 Follow-up Interview Questions I 276 Appendix 10 Follow-up Interview Questions II 277 vii LIST OF TERMS AND ABBREVIATIONS EDSP Ethical Dilemma Story Pedagogy SLC School Leaving Certificate B.Ed. Bachelor of Education EFL English as a Foreign Language ABER Arts-based Educational Research viii ix ABSTRACT This research is an autoethnographic account of my experience of transformative learning as a researcher and practitioner. Specifically, it recounts the ways I have used Ethical Dilemma Story Pedagogy (EDSP) to explore interpretative and creative spaces for transformative learning both personally and with a group of pre-service teachers. The research allowed us, myself and the participants, to challenge some deeply embedded assumptions about teaching and learning for the purpose of revitalising our own professional judgments and practices. Central to this thesis is the argument that the process of critically questioning one’s assumptions and decision-making in regard to other people and social contexts provides a much stronger foundation for transformative teaching and learning. I have enunciated a multifaceted methodology which is attentive to people, places and culture in an era where ethical decision-making appears to be receding in educational settings. In response, I have investigated, in depth, the use of culturally-relevant pedagogy or EDSP in English teaching in Nepal. Such endeavours, I believe, can encourage Nepalese educators to become more sensitive to the use of stories within the school curriculum. The EDSP provides the context in which I/we engage in a transformative learning journey with the goal of prompting dialogue and educational change within Nepalese schools. The practice of critical reflection to create a more socially just world involves the realisation of mutual respect, collaboration, care, and trust. Although this thesis incorporates many personal truths from my own life, the research findings will serve to inform other educators who wish to utilise socio-cultural contexts connected to students’ lives as a transformative pedagogy in the Nepalese school system. Keywords: Autoethnography, Transformative Learning, EDSP ix x TABLE OF CONTENTS DECLARATION .........................................................................................................
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