Overcoming culturally dislocated curricula in a transitional society: An autoethnographic journey towards pragmatic wisdom
AbstractIn this paper we present part of an autoethnographic inquiry into the prospective role of cultural values and beliefs in rendering Nepali school mathematics more culturally inclusive. The research was conducted by the first author, a Nepali mathematics teacher educator, during postgraduate research in an Australian university. The research enabled him to develop practical curriculum wisdom as a culture worker pursuing development of a culturally contextualized mathematics curriculum for Nepal. The second author, a transformative teacher educator, served as research mentor and co-writer. The sub-theme of the paper is the value of autoethnographic research as a means of transformative professional development for non-Western educators conducting postgraduate culture studies research without having direct access to their home country.