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Transformative Praxis as a Mode of Fostering Action Learning

Transformative Praxis as a Mode of Fostering Action Learning

Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant
Copyright: © 2023 |Pages: 10
ISBN13: 9798369306079|ISBN13 Softcover: 9798369306086|EISBN13: 9798369306093
DOI: 10.4018/979-8-3693-0607-9.ch012
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MLA

Dahal, Niroj, et al. "Transformative Praxis as a Mode of Fostering Action Learning." Implementing Transformative Education With Participatory Action Research, edited by Bal Chandra Luitel, et al., IGI Global, 2023, pp. 166-175. https://doi.org/10.4018/979-8-3693-0607-9.ch012

APA

Dahal, N., Luitel, B. C., & Pant, B. P. (2023). Transformative Praxis as a Mode of Fostering Action Learning. In B. Luitel, B. Devkota, S. Bastien, & B. Sitaula (Eds.), Implementing Transformative Education With Participatory Action Research (pp. 166-175). IGI Global. https://doi.org/10.4018/979-8-3693-0607-9.ch012

Chicago

Dahal, Niroj, Bal Chandra Luitel, and Binod Prasad Pant. "Transformative Praxis as a Mode of Fostering Action Learning." In Implementing Transformative Education With Participatory Action Research, edited by Bal Chandra Luitel, et al., 166-175. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/979-8-3693-0607-9.ch012

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Abstract

Guided by the question, how does transformative praxis work as a means of promoting action learning? In this chapter, the authors discuss the notion of transformative praxis (TP) in their pedagogies as university faculties and practitioners. Likewise, the authors argue that TP is an effective method for promoting action learning (AL). TP is a pedagogical and/or transformative model that focuses on 'praxis' and aims to create a possibility of orientation for learners as opposed to a linear hierarchy of outcomes and/or results. Next, the authors further discussed AL as a problem-solving approach that involves acting and reflecting on the results and/or outcomes to gain insights and improve outcomes. For instance, this chapter also aims to provide a theoretical and some extent practical guideline for educational practitioners to apply reflective research and practice in their educational engagements to gain a multidimensional understanding for promoting active learning. On the whole, the authors attempted to explore TP as a mode for fostering AL.

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