Phenomenology: A Philosophy and Method of Inquiry

 Phenomenology as a philosophy and a method of inquiry is not limited to an approach to knowing, it is rather an intellectual engagement in interpretations and meaning making that is used to understand the lived world of human beings at a conscious level. Historically, Husserl’ (1913/1962) perspective of phenomenology is a science of understanding human beings at a deeper level by gazing at the phenomenon. However, Heideggerian view of interpretive-hermeneutic phenomenology gives wider meaning to the lived experiences under study. Using this approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena to gain insights into lived experiences and interpret for meaning making. The data collection and analysis takes place side by side to illumine the specific experience to identify the phenomena that is perceived by the actors in a particular situation. The outcomes of a phenomenological study broadens the mind, improves the ways of thinking to see a phenomenon, and it enables to see ahead and define researchers’ posture through intentional study of lived experiences. However, the subjectivity and personal knowledge in perceiving and interpreting it from the research participant’s point of view has been central in phenomenological studies. To achieve such an objective, phenomenology could be used extensively in social sciences

The Level of School Leadership Awareness about Education for Sustainable Development

The research study was carried out to explore secondary schools head teachers’ awareness of Sustainable Development (SD) and Education for Sustainable Development (ESD). Within the qualitative paradigm, a case study approach was employed to develop a deeper understanding of the case by gathering detailed responses from participants employing criterion-purposive sampling technique. The data were collected through interviews and focus group discussion with four purposefully selected head teachers who extended their willingness to participate in the study. Member checking was undertaken in order to validate accuracy and credibility of the data and findings of the study. The findings revealed that the head teachers demonstrated awareness of SD in terms of environmental sustainability, resource preservation, inter-generational equity and attainment of desirable future. The participants described ESD as education model for developing students’ knowledge and preparing them for participation in local and global activities carried out for SD

Perceptions of Teachers about the Role of Parents in Developing Reading Habits of Children to Improve their Academic Performance in Schools

 This study aimed to explore teachers’ perceptions about parental role in developing reading habits of children to improve their academic achievement. The study was conducted in one of the private schools of Gilgit city situated in the Northern part of Pakistan. Using a case study approach to research within the qualitative design, semi-structured interviews were used for data collection, which enabled the researchers in capturing qualitative experiences, opinions, beliefs and perceptions of purposefully selected research participants. The data were analyzed using thematic analysis approach and emerging themes were represented in the form of figures to provide a clear understanding. The study confirmed that reading habits, for example, out of school reading and reading for pleasure, have influenced academic performance and parental role is pivotal in developing children’s interest in reading because healthy reading activities can help them to develop critical thinking and analytic skills. This could also develop their vocabulary to a great extent. Consequently, children exhibit improvement in their overall academic performance. The findings confirmed that if parents focused on reading improvement of their children in early ages, they could better develop reading as a routine activity. The study recommended that parents should play an active role in developing attitude towards reading by providing reading materials and creating a reading friendly environment at home

Residents’ Perception of Impact of Mass Tourism on Mountain Environment in Gilgit-Baltistan, Pakistan

This study seeks to explore and explain the perception of residents about the environmental impact of mountain mass tourism in three tourist destinations in Gilgit-Baltistan. This study is based on quantitative and qualitative data collected through a survey and group discussions with residents of three tourist destinations. Results revealed that the residents of the study area are highly concerned about the environmental impact of mass tourism. They highlighted air pollution, traffic congestion, pressure on land use change and infrastructure, and degradation of mountain ecosystem services. The study also found that communities in these tourist places expect governmental and non-governmental organizations to come up with a better plan for the management of mountain tourism on a sustainable basis. Reflecting critically on the perceptions of stakeholders about tourism impact, it is important to develop linkages between governmental and non-governmental organizations for environmental protection and sustainable quality tourism in the region while taking communities on board

ARTICLE REVIEW OF RANDOLPH (2006) ‘A GUIDE TO WRITING THE DISSERTATION LITERATURE REVIEW

The main purpose of this review of the article is to analyze critically to what extent the author has been successful in capturing the essence of literature review by addressing the key issues like: how faulty literature review leads to derail of a dissertation; how to write high-quality dissertation literature review; purpose of writing literature review; taxonomy of literature review; steps to conduct literature review; common mistakes and framework for the self-evaluation of a literature review. The researcher used Cooper’s (1988) taxonomy of literature reviews (CTLR) as methodological tool to critically review the claims of the author. The researcher found the article an interesting and useful work of the author in providing guidelines about writing literature reviews. The findings support most of the claims of the author regarding the guidelines provided. The author’ discourse on the topic found to be consistent and engaging except a few points which still demand more clarity to understand, which opens new space for writers to develop a comprehensive framework like using an integrative framework of literature review.

Auto/ethnography: A Transformative Research Paradigm

This paper aims to address the key question, ‘How far autoethnography contributes towards enriching the field of transformative learning?’ Using my lived experiences as a teacher educator/autoethnographer/researcher and contextualizing self/others within a particular socio-pedagogical life courses I build the basis through addressing questions: Why auto/ethnography is one of the most suitable spaces for transformative researchers and to what extent it serves the agenda of envisioning a transformative teacher education. To achieve this objective I use autobiographies, stories, reflections and poems etc. as narratives with multiple logics and genres; pictography as art-based expression; and ethnography as methodological space within multiparadigmatic design space. In so doing autoethnographer has to delve into whole process of research along a continuum of self and beyond within a particular sociocultural context to understand the phenomena at deeper level of consciousness. This transformative paradigm holds a strong basis in the process of research as: re/reading, re/viewing, critically reflecting on self/others, re/writing for meaning making and developing a subjective understanding of phenomena under exploration. This process of research is found to be an innovative way of knowing through ‘interpreting and constructing (Luitel, 2009)within Interpretivism, critically thinking and reflecting within Criticalism, and adding both ‘pluralism and playfulness’ (Taylor, 2013) within Postmodernism. In so doing it raises awareness, develops consciousness and improves capacities constantly that ultimately alters our way of seeing and being in the world differently- a paradigm shift in self/others. It is found to be highly rigorous, dialectically eloquent, dialogically rigorous, critically reflective, consciously awakening, and innovative critical discourse that greatly contributes to transform researcher/s. Therefore, it seems illustrious for teacher educators/teachers to embrace this paradigm in order to foster their transformative learning so that to transform self/others

Student Centered Approach to Teaching: What Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?

Assuming the effectiveness of student-centered approach to teaching, this study explores the perceptions of purposefully selected seven students and teachers from a community school in Karachi about this pedagogical approach. Using interviews and observations of classroom practices as methodological tools, we concentrate on finding answers to the questions: How does student-centered approach to teaching used in community schools in Pakistan contribute to achieving quality education? How does this approach affect teaching and learning activities? How does this approach facilitate teachers to overcome the problems of teaching and learning? The findings of this study identify that student-centered approach to teaching encourages students‟ engagement in teaching-learning activities focusing on individual interaction to achieve common objectives. However, inadequate resources, small sized classrooms, and lack of expertise on the part of teachers were the challenges to the teaching learning activities in the community schools. These findings would be valuable to teaching and learning communities and educational policy makers as well

Student Centered Approach to Teaching: What Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?

Assuming the effectiveness of student-centered approach to teaching, this study explores the perceptions of purposefully selected seven students and teachers from a community school in Karachi about this pedagogical approach. Using interviews and observations of classroom practices as methodological tools, we concentrate on finding answers to the questions: How does student-centered approach to teaching used in community schools in Pakistan contribute to achieving quality education? How does this approach affect teaching and learning activities?  How does this approach facilitate teachers to overcome the problems of teaching and learning? The findings of this study identify that student-centered approach to teaching encourages students’ engagement in teaching-learning activities focusing on individual interaction to achieve common objectives. However, inadequate resources, small sized classrooms, and lack of expertise on the part of teachers were the challenges to the teaching learning activities in the community schools. These findings would be valuable to teaching and learning communities and educational policy makers as well. DOI: http://dx.doi.org/10.3126/jer.v4i1.9620 Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 19-3

A Philosophical View on and a Technical Approach to Leading a Learning Organization

From a philosophical viewpoint and a technical perspective, this paper claims that learning organizations are the most effective organizations which 1) demonstrate transformative leadership practices, 2) work to instigate a learning-based organizational environment, and 3) continually promote learning behavior at all levels, to name a few of its key characteristics. Like other organizations, educational organizations would exhibit individual behavior, collective actions and interactions which define their norms and values. The purpose of this paper is to explore: what it means to be a learning organization; what are and should be its key characteristics; and how to create a learning organization. The findings of this study show that learning organizations are characterized by a collective struggle to achieve organizational goals, where  culture and climate concerns become paramount, and learning is viewed as part of everyone’s business regardless of individual differences, roles, and responsibilities. It is the leadership in a learning organization that builds the culture and climate conducive to bring about transformation at individual, organizational and societal levels with the concepts of lifelong learning