CREATING LIVING-EDUCATIONAL-THEORY: A JOURNEY TOWARDS TRANSFORMATIVE TEACHER EDUCATION IN PAKISTAN
Abstract of PhD Submission to Kathmandu University, Nepal, 2016
Sadrud Din
(Sadruddin Bahadur Qutoshi)
This thesis is submitted for the partial fulfillment of the requirements for Doctor of Philosophy in Educational Leadership in Kathmandu University.
Title: Creating Living-Educational-Theory: A Journey Towards Transformative Teacher Education in Pakistan.
Please reference as:
Qutoshi, S. B. (2016). Creating living-educational-theory: A journey towards transformative teacher education in Pakistan (Doctoral thesis). Kathmandu University, Nepal. Retrieved from http://www.actionresearch.net/living/living.shtml
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Abstract Approved by: Assoc. Dean/Assoc. Prof. Bal Chandra Luitel, PhD
Thesis Supervisor
This thesis illuminates my multilayered and emergent soulful-inquiry into the problem of culturally disempowering nature of
teacher education which emerged by autobiographical excavation of my socio-pedagogical context. My aim in this research was to
identify alternative ways of addressing research problem which invoked me to generate a host of research questions that came up
with five key emergent themes of my inquiry: 1) Dictating and communicating views of leadership; 2) Narrowly conceived traditional
view of curriculum images; 3) Conventional and somehow learner-centered pedagogies; 4) Assessment as 'of' learning and 'for'
learning approaches; and 5) Objectivist and constraint pluralist research practices.
My purpose with these research themes was to demonstrate my embodied values through exploring, explaining and interpreting the
themes arising from research questions, and to envision a transformative teacher education and research practices with reflexivity,
inclusive logics, multiple genres and perspectival language as multiple ways of knowing. I employed a Multiparadigmatic Design Space (MDS)
taking on board the paradigms of: 1) Interpretivism to make subjective level meaning making by embracing 'emergence' as nature of my inquiry;
2) Criticalism to develop my critical
reflexivity in identifying and addressing my research problem; 3) Postmodernism to engage with multiple genres and logics for
cultivating different aspects of my experiences; and 4) Integralism to embrace an inclusive-holistic view of MDS in representing
my visions of transformative teacher education and research practices in Pakistan. I used this epistemic praxis as professional development,
and yet a morphing way of knowing the self and the culture/beyond, an approach that enabled me to generate new knowledge on cultural-contextual
educative practices of teacher education and research endeavours.
These critical-creative epistemologies, in return, enabled me to recognize deep-rooted assumptions, expectations, beliefs and practices,
and re/constructing them through scholarly interpretations and envisioning. Going through such soulful inquiry, making critical reflection
on my own lived experiences, embracing pedagogical thoughtfulness, and yet accepting self as a change agent, my multidimensional inquiry
offers five transformative visions for teacher education and research practices in Pakistan: 1) A living-educational-theory of inclusive
co-leadership with embodied values of intention of doing good for others, humility for humanity, care of self and others with ecological
consciousness, love and peace; 2) The metaphor of montage conceiving a liberating view of curriculum; 3) Critical-creative pedagogies
for empowering view of education; 4) A holistic view of authentic-developmental assessment; and 5) An innovative-integral view of
transformative research. These key learning outcomes are likely to bring emancipatory and transformative soul in the culturally
embedded linear teacher education program. (March 17, 2016)
CONTENTS
You can download the PhD in the following parts in PDF format
Title Page; Abstract; Dedication; Acknowledgements; Abbreviations
CHAPTER 1: Positing In The Field Of Research - Research Agendas And Design : Chapter 1A - Articulating My Research Problem pages 1-28
CHAPTER 1B: Theoretical Positioning Of Teacher Questions pages 29-55
CHAPTER 1C: Research Methodology pages 56-99
CHAPTER 2: Immersing Into Leadership Approaches: Chapter 2A - Journeying Into Probably Dictating Leadership Approaches pages 100-116
CHAPTER 2B: Accounting For Somewhat Communicating Leadership Approaches pages 117-131
CHAPTER 2C: Delving Into Transforming Leadership Approaches pages 132-148
CHAPTER 3: Drawn Into Curriculum Images: Chapter 3A - Journeying Through Possibly Informative Curriculum Perspective pages 149-164
CHAPTER 3B: Accounting For Possibly Reformative Curriculum pages 165-185
CHAPTER 3C: Charting With Possibly A Transformative Curriculum Vision pages 186-203
CHAPTER 4: Musing Through Pedagogical Approaches: CHAPTER 4A - Journeying Into Possibly Definitional Pedagogy pages 204-214
CHAPTER 4B: Delving Into Possibly Reflective Pedagogy pages 215-230
CHAPTER 4C: Envisioning Possibly Critical-Creative Pedagogies: A Transformative Muse pages 231-248
CHAPTER 5: Ruminating Assessment Practices: CHAPTER 5A - Journeying into Possibly Informative Assessment Practices pages 250-262
CHAPTER 5B: Accounting For Possibly Reformative Assessment Practices pages 263-281
CHAPTER 5C: Envisioning Possibly A Transformative Assessment pages 282-300
CHAPTER 6: Viewing From Within And Without Educational Research And Practices : CHAPTER 6A - Journeying Into Possibly Epistemic Singularity Embedded In Positivistic Research And Practice pages 302-318
CHAPTER 6B: Accounting For Possibly Constraint Epistemological Pluralism pages 319-333
CHAPTER 6C: Envisioning Possibly A Transformative Educational Research and Practice pages 334-351
CHAPTER 7: Conclusion Of My Journey: My Final Reflection pages 352-371
REFERENCES pages 372-405
You can download all of the contents of the PhD in PDF format by clicking here. It is a 3.4 Mb file and will take some time to download with broadband
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