17. RETURNING HOME
Key Challenges Facing a Transformative Educator
Where Am I: Following Or Leading?
Looking back on the journey Black, white, and grey Looking at different faces and roles Reflect, reconceptualise, and envision
In the different pathways, I stand In different voice, I fight Empowering and disempowering
Following or leading Shaping my mind and thinking Open up closed mind and heart
Playing language games Differences and similarities
Exploring my identity A transformative educator One truth and multiple truths
Objectivity and subjectivity Playing dialectical thinking
Where am I?
In the middle of different roles Teacher educator, researcher, and supervisor In the wave of the rainbow of research paradigms
In the pathway of shaping my identity I keep staying for being empowered In the landscape of transformative education
In the line of colourful pathways
,QP\GRFWRUDOUHVHDUFK,DGRSWHGWKHUROHRIresearcher as transformative learner,Q WKLVUROH,UHIOHFWHGFULWLFDOO\RQP\WHDFKLQJP\UHVHDUFKSUDFWLFHDQGP\WHDFKLQJ LGHQWLW\DQG,UHYLVLRQHGP\IXWXUHSHGDJRJLFDOSUDFWLFHDVDWUDQVIRUPDWLYHWHDFKHU HGXFDWRU5DKPDZDWL,DPQRZFRQWLQXLQJWKLVFRPPLWPHQWZLWKDSDVVLRQ
for educating my students (pre-service chemistry teachers) as holistic individuals who XQGHUVWDQGGHHSO\DQGUHIOHFWRQWKHLUOLYHV,HQGHDYRXUWRHPSRZHUP\VWXGHQWVDV VRFLDODJHQWVWRSDUWLFLSDWHLQFUHDWLQJDEHWWHUZRUOG,EHOLHYHWKDWHYHU\VWXGHQWLV³DQ DFWLYHLQLWLDWRUDQGUHDFWRU´IRUKLVRUKHUHQYLURQPHQW0DUVKS,EHOLHYH this kind of journey will inspire them to continuously empower themselves and HQYLVLRQWKHLUIXWXUHUROHVDVWHDFKHUV,H[SHFWWKDWP\VWXGHQWWHDFKHUVZLOOHYHQWXDOO\
inspire their own students to achieve a better future for the nation and the world.
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first, as a pre-service teacher who didn’t have any passion for becoming a teacher, and as a chemistry teacher who had to deal with the misbehaviour of my students 5DKPDZDWL 7D\ORUDQGVHFRQGWKHUROHRIP\FXOWXUDOEHOLHIVLQVKDSLQJ my identity and practice as a chemistry teacher educator (Rahmawati & Taylor, 7KHDERYHSRHPSRUWUD\VP\PL[HGIHHOLQJVRQUHWXUQWRP\KRPHXQLYHUVLW\
LQ ,QGRQHVLD DIWHU FRPSOHWLQJ GRFWRUDO VWXGLHV$OWKRXJK , ZDQWHG WR EH DFFHSWHG LQP\XQLYHUVLW\,UHDOLVHGWKDWVHYHUDOYDOXHVDQGEHOLHIVZHUHFRQWUDGLFWHGZLWKLQ P\VHOI)XUWKHUPRUH,IDFHGWKHFRQVLGHUDEOHFKDOOHQJHRIUHPDLQLQJHPSRZHUHG as a transformative educator within the hegemony of the prevailing paradigm of SRVLWLYLVP 7KH FKDOOHQJH , IDFHG ZDV QRW RQO\ FRQQHFWLQJ ZLWK P\ FROOHDJXHV¶
different values and beliefs while striving to empower my student teachers, but also to understand myself within my different roles.
,QWKLVFKDSWHU,UHYLVLWWKHWUDQVIRUPDWLYHOHDUQLQJSHUVSHFWLYHWKDW,GHYHORSHG during my masters and doctoral studies that continues to drive my ongoing WHDFKLQJ YDOXHV EHOLHIV DQG SUDFWLFHV , SRUWUD\ VRPH RI WKH NH\ FKDOOHQJHV WKDW ,DGGUHVVHGVRRQDIWHUUHWXUQLQJWRP\KRPHXQLYHUVLW\DV,VWUXJJOHGWRLQWURGXFH my transformative learning perspective in my various roles. As a chemistry teacher HGXFDWRU , VWUXJJOHG WR HPSRZHU P\ VWXGHQW WHDFKHUV $V D UHVHDUFK VXSHUYLVRU ,GUHZRQP\WUDQVIRUPDWLYHOHDUQLQJYDOXHVWRDGDSWDQGFUHDWHFKDQJHVLQVWXGHQWV¶
UHVHDUFKSURMHFWV$QG,UHFRQFHSWXDOLVHGP\UHVHDUFKLGHQWLW\WRHPSRZHUP\VHOI and others in engaging in research as a transformative process.
,KRSHWKDWWKLVSRUWUD\DORIP\H[SHULHQFHRIVWUXJJOLQJWRLQWURGXFHDQGVXVWDLQ a transformative practice will be valuable for beginning educators and researchers returning to their home universities and facing an entrenched worldview.
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My transformative learning experience, which began in Peter’s master’s research project class and continued throughout my doctoral research, motivated me to think critically and reflectively about myself (professionally and personally) and caused PHWRUHYLVLRQP\IXWXUHOLIHHVSHFLDOO\P\SHGDJRJLFDOSUDFWLFH$V-DFN0H]LURZ SRLQWHGRXWWUDQVIRUPDWLYHOHDUQLQJDIIHFWVRXUIUDPHVRIUHIHUHQFHFKDQJHV KRZZHXQGHUVWDQGRXUH[SHULHQFHVDQGUHGHILQHVRXUZRUOG,QWKLVOHDUQLQJ,KDG opportunities to negotiate and think critically about my own experiences, values, meaning and purposes in my journey as a student, teacher, and teacher educator
*DUERYH0\WUDQVIRUPDWLYHOHDUQLQJLQYROYHGFULWLFDOLQFLGHQWVPHWDSKRU analysis, concept mapping, consciousness raising, writing stories, repertory grid DQDO\VLVDQGSDUWLFLSDWLRQLQVRFLDODFWLRQ0H]LURZ7D\ORU $VVRFLDWHV
, FRQWLQXH WR H[SHULHQFH WUDQVIRUPDWLYH OHDUQLQJ DV D OLIHORQJ MRXUQH\ RI revealing my identity by understanding my unfolding self through reflection on my psychological structures of ego and shadow self, and personal and collective XQFRQVFLRXV 7D\ORU $V DQ RQJRLQJ WUDQVIRUPDWLYH OHDUQHU , FRQWLQXH WR reflect on and reconceptualise my own identity within the different roles of my life.
2QUHWXUQWRP\KRPHXQLYHUVLW\,SDVVLRQDWHO\ZDQWHGWRHPSRZHUP\VWXGHQWV SUHVHUYLFH FKHPLVWU\ WHDFKHUV DV WUDQVIRUPDWLYH OHDUQHUV , UHDOLVHG WKDW WR EH successful my teaching practice would need to (i) model transformative ethics and dialectical thinking, (ii) enrich their scientific worldviews, and (iii) help them construct identities as transformative teachers.
Challenge: Ethics of Emancipation and Care
(YHUVLQFH,EHFDPHDWHDFKHU,KDYHEHOLHYHGWKDWWKHWHDFKLQJSURIHVVLRQKDVDJUHDW moral responsibility for the betterment of my society and the empowerment of its SHRSOH,QVWULYLQJWRHPSRZHUP\VWXGHQWWHDFKHUV,DPFRPPLWWHGWRSUDFWLFLQJ emancipatory ethics and an ethics of care.
An ethic of care, which is concerned with the educative relationship between a teacher and student, helps me to avoid the hegemony of the technical interest that shapes the teacher’s role purely as deliverer of curriculum content and students’ role as SDVVLYHUHFHLYHUV,HQJDJHP\VWXGHQWVE\³FUHDWLQJPXWXDOWUXVWUHVSHFWJRRGZLOO qualities that involves disclosure of personally significant meaning-perspectives”
7D\ORUSDVLWLVLPSRUWDQWWRXQGHUVWDQGVWXGHQWVDVKXPDQEHLQJVUDWKHU than as empty vesselsLQZKLFKWRUHSOLFDWHVFLHQWLILFNQRZOHGJH,VWDUWWRSUDFWLFH an ethic of care in the very first class by respecting and getting to know my students 5LFH6ROLV 7XUQHUDV,EHOLHYHFDULQJLVDIXQGDPHQWDOHWKLFDOYDOXH required for helping students to grow and achieve their potential (Sumsion, 2000).
, SUDFWLFH DQ HPDQFLSDWRU\ HWKLF E\ HVWDEOLVKLQJ D FRPPXQLFDWLYH FODVVURRP environment with critical discourse RSSRUWXQLWLHV , HQFRXUDJH P\ VWXGHQWV WR FKDOOHQJH P\ LGHDV DQG DVVXPSWLRQV DV , FKDOOHQJH WKHLUV ,PSRUWDQWO\ ERWK P\
VWXGHQWV DQG , DUH DZDUH WKDW FULWLFDO GLVFRXUVH FDQ DOVR EH Dtwo-edged sword, a challenge that we discuss in class. Although teachers may try to enhance their students’ learning in this way, such an approach might negatively affect the learning of those who find comfort in the realm of an objectivist epistemology.
Challenge: Dialectical Thinking
Dealing with the power of contradictory ideas requires me to employ dialectical WKLQNLQJWKURXJKWKHSURFHVVHVRILQTXLU\%DVVHFKHVDQGFUHDWLYLW\3DOHW]
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RI KLJKHU SV\FKRORJLFDO SURFHVV LQ WKH 9\JRWVNLDQ VHQVH´ :RQJ S Dialectical thinking involves reflecting critically and creatively on how to reconcile the co-existence of two competing ideologies – thesis and antithesis. For example, reflecting critically and creatively on the competition between the metaphors of objectivism (thesis) and constructivism (antithesis) in science teaching (Willison &
Taylor, 2006) enables me to understand and reconcile how this (psychological and emotional) tension influences my pedagogical practice.
Dialectical thinking is powerful in order for me to understand that my colleagues have different views (ideologies), my students have their own entrenched ideas, and P\V\VWHPDOVRFUHDWHVFXOWXUDOERUGHUV,QRUGHUWRVXUYLYHLQP\FODVVURRPLQP\
XQLYHUVLW\ DQG LQ P\ FRXQWU\ , DSSO\ WKH PHWKRG RI GLDOHFWLFDO WKLQNLQJ WR WKHVH FRPSHWLQJVRFLDOUHDOLWLHV,DOVRWHDFKP\VWXGHQWVWRDGRSWGLDOHFWLFDOWKLQNLQJLQ order to understand and reconcile competing perspectives in chemistry education.
On the one hand, there is the standard curriculum perspective (thesis) of covering chemistry concepts and misconceptions, objectivity, observables and measurables.
On the other hand, there is the transformative perspective (antithesis) of student empowerment and personal experiences that involves understanding how to resolve the dilemmas they will face as they cross the cultural border between transformative learning and established classroom teaching practices.
Given their prior learning experiences, my student teachers tend to focus on the traditional learning theory of behaviourism, even though they may be aware of constructivist theory that emphasises the active role of the mind in making sense of H[SHULHQFH,KDYHIRXQGWKDWWKHPHWDSKRURIconstructivism as a referent (Tobin 7LSSLQVZKLFKIRFXVHVWKHLUWKLQNLQJRQKRZVWXGHQWVDUHPDNLQJVHQVH of their learning experiences, helps them to reconcile the dilemma of promoting meaningful learning in large teacher-centred classes. Although learning science knowledge is largely based on social construction, individuals also generate their own science knowledge through reflecting on their experiences (Fox, 2001; Valera, 7KRPVRQ 5RVFK,QFODVV,JLYHP\VWXGHQWVRSSRUWXQLWLHVWRXQGHUVWDQG the teaching dilemma of focusing on students’ achievement (knowledge as a social product) versus focusing on their meaningful learning experiences (knowing as an LQWHUVXEMHFWLYHSURFHVV7RHQDEOHWKHPWRDGRSWWKHODWWHUIRFXV,GLUHFWWKHPWR create learning designs that focus on their students’ experiences, characteristics and competences.
Challenge: Enriching Scientific Worldview
:KHQ,ZDVDVWXGHQWDQGDEHJLQQLQJFKHPLVWU\WHDFKHU,VLPSO\WKRXJKWVFLHQFHZDV the way to understand the world through systematic methods, namely the scientific method. The scientific method was one of the main chapters in our school textbook.
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the belief of one truth; in science there is only right answer, there is no opportunity IRURWKHUEHOLHIV/DWHU,FDPHWRXQGHUVWDQGWKDWVFLHQWLILFNQRZOHGJHLVQRWRQO\
recognised because of its symbolic nature but is constructed and validated through social interaction – a dialogic process – within the scientific community.
2QUHWXUQLQJKRPH,IRXQGLWFKDOOHQJLQJWRKHOSP\VWXGHQWWHDFKHUVWRPDNH VHQVH RI VFLHQWLILF NQRZOHGJH DV D VRFLRFXOWXUDO SURFHVV ,Q FKHPLVWU\ HGXFDWLRQ the constructivist teaching strategy of conceptual change is very popular, however, it tends to serve the primary goal of achieving the single absolute truth of chemistry NQRZOHGJH7KLVKHJHPRQLFSHUVSHFWLYHLVUHLQIRUFHGE\VWDQGDUGL]HGDVVHVVPHQWV that require only correct answers. For student teachers, the goal of achieving good marks in the discipline of chemistry as the main indicator of a high standard of teaching tends to cause them to focus on passing the chemistry exam and achieving the minimum score (KKM-Kriteria Ketuntasan Minimal).
To counter this hegemonic perspective, Glen Aikenhead’s (2000) idea of conceptual pluralism in learning science inspired me to integrate ethnochemistry into my chemistry classes. My students face a range of cultural experiences: the cultures of their daily lives and the multiscienceFXOWXUHVRIVFLHQFHLWVHOI,EHOLHYH therefore, that my teaching should help students learn to recognise the implicit border crossingsRIWKHLUPXOWLFXOWXUDOH[SHULHQFHV,QWKHUROHRIDcultural broker ,LQWURGXFHWKHFRQFHSWRIcultural borders and guide students back and forth across the borders, a process that is reminiscent of the equilibrium concept in chemistry.
,KHOSWKHPWRPDNHVHQVHRIWKHVHGLIIHUHQWFXOWXUHVDQGPRWLYDWHWKHPWRFRQVLGHU the contributions of Western science to their everyday lives.
Challenge: Constructing Teacher Identity
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WHDFKLQJDIWHUUHWXUQLQJIURPP\VWXG\LQ$XVWUDOLD,RSHQWKHGRRUDQGORRNDW P\VWXGHQWVKDYHEHHQVLWWLQJTXLHWO\,EHOLHYHWKH\DUHSUREDEO\FXULRXVZKR WKHLUOHFWXUHULV,DPDOVRH[FLWHGDVWKH\DUHWKLUG\HDUVWXGHQWWHDFKHUVZKLFK means they already have the comprehensive competences of being a teacher.
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Students: We are fine, Alhamdulillah
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Student: [4 of them raise their hand]
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UHDOLVHGWKDW,ZDVIDFLQJWKHFKDOOHQJHRIWKHLUORVWLGHQWLW\2QO\RXWRIZDQWHG to be teachers, the rest preferred other jobs or didn’t have any plan for their future.
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WKHPEXWLWZDVDOVRPH6R,GHFLGHGWRSXWPRUHHPSKDVLVRQWKHLPSRUWDQFHRI internalising the values of being a teacher.
%DVHGRQP\RZQH[SHULHQFHDVDVWXGHQWWHDFKHU,XQGHUVWDQGWKHLPSRUWDQFHRI enabling my students to develop their teaching identities, not only as student teachers, but importantly also during the transition to becoming practicing teachers. During transition there are likely to be “some feelings of isolation, mismatch between idealistic expectations and classroom reality and lack of support and guidance” (Flores & Day, S7KHUHIRUH,QHHGWRHQDEOHWKHPWRH[SORUHWKHLULGHQWLWLHVDVHPHUJLQJ WHDFKHUV :LWW 7R GR WKLV , HPSOR\ WUDQVIRUPDWLYH OHDUQLQJ VWUDWHJLHV VXFK DVZULWLQJDUHIOHFWLYHORJ*UDKDP 3KHOSVPHWDFRJQLWLRQDQGUHIOHFWLRQ
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, DP FRQILGHQW WKDW WUDQVIRUPDWLYH OHDUQLQJ LV WKH ZD\ WR HQJDJH P\ VWXGHQWV LQ understanding their developing identities as teachers. My students are facing the challenge RIVKLIWLQJWKHLUFRPIRUW]RQHVWRH[SORUHWKHPVHOYHVDVZHOODVWKHLUXQGHUVWDQGLQJDERXW what is learning?.,QWKHEDVLFFKHPLVWU\DQGFKHPLVWU\HGXFDWLRQFRXUVHVWKDW,WHDFK ,DVNP\VWXGHQWVWRZULWHWKHLUUHIOHFWLRQVRQTXHVWLRQVVXFKDV:K\ZRXOG,OLNHWREHD
WHDFKHU":KRDP,DVDWHDFKHU":KDWLVP\YLVLRQDVDWHDFKHU"$WILUVWWKH\IHHOWKHVH questions are weird. They ask me why they have to do these reflections, and what is the UHODWLRQVKLSRIWKHTXHVWLRQVZLWKWKHFRXUVHEHLQJWDXJKW"
The journey is not easy; reflections are not a common practice in their classes.
However, critical reflection on their experiences enables them to develop awareness RI WKHLU DJHQF\ WR WUDQVIRUP VRFLHW\ DQG WKHLU RZQ OLYHV 7D\ORU , WU\ WR empower my student teachers not to be passive learners who wish to receive the transferring file from my mind while ignoring their experiences and social processes.
,KDYHOHDUQWWREHDPHGLDWRURIWKHLUFULWLFDOWKLQNLQJDVWKH\QHHGWROHDUQKRZWR express their critical voices in the classroom.
,QDGGLWLRQWRVKLIWLQJWKHLUVWDQGDUGSDUDGLJPRISDVVLYHOHDUQLQJ,DOVRVWLPXODWH them to become aware of their agency to change society and to empower their own VWXGHQWVWRGRWKHVDPH,RIWHQUHPLQGWKHPRIWKLVWHDFKLQJUROHHYHQWKRXJKWKH\
state that the overloaded school curriculum is a challenge to students’ empowerment.
,DPQRWVXUSULVHGDV,KDYHREVHUYHGP\VWXGHQWWHDFKHUVGXULQJWKHLUVFKRROWHDFKLQJ experiences. They conduct the lecture teaching method more often than group work because of the challenge of time management and the heavy load of subject matter they need to cover.
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$VDFKHPLVWU\WHDFKHUHGXFDWRU,DPUHTXLUHGWRVXSHUYLVHP\VWXGHQWV¶UHVHDUFK projects in which they implement and evaluate innovative teaching approaches LQ ORFDO VFKRROV$ WUDQVIRUPDWLYH WHDFKLQJ DSSURDFK WKDW , LQWURGXFHG WR WKHP LV ethical dilemma story teaching. Ethical dilemma stories are used to stimulate students to engage in reflecting critically on their (implicit) social values and beliefs (Settlemaier, 2009). Ethical dilemma stories relate to everyday life and current social issues, and involve students in making well-informed decisions on how to resolve the conflict between the beneficial and harmful impact of science and technology on WKHQDWXUDOHQYLURQPHQWDQGSHRSOH¶VOLYHVHJ7D\ORU 7D\ORU0\VWXGHQW teachers are researching their implementation of ethical dilemma story teaching in FKHPLVWU\FODVVURRPV,QWKLVSUDFWLWLRQHUUHVHDUFKWKH\DUHLQYHVWLJDWLQJVWXGHQWV¶
development of critical thinking, problem solving skills, decision making, and working collaboratively, which are important transdisciplinary skills for 21st century FLWL]HQV7D\ORU7KLVVWXGHQWUHVHDUFKLVQRWZLWKRXWLWVFKDOOHQJHVIRUERWK the student teachers and me.
Challenge: Mentoring
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7RGD\,KDYHDUHJXODUPHHWLQJZLWKP\VWXGHQWWHDFKHUVZKRDUHFRQGXFWLQJ research on their implementation of ethical dilemma story teaching in local
schools. After the challenging journey of being introduced to ethical dilemma story teaching, including their research proposal examination, my students are motivated to implement new ways of conducting research. This is a conversation with one of the student teachers.
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Student: They are used to being asked to remember chemistry facts and complete chemistry tests.
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Student: Most of them are excited, but two students are not engaged. They asked me whether we should be learning stories in the chemistry FODVVURRP" :LOO LW EH LQ WKH FKHPLVWU\ H[DP" ,V WKLV D FKHPLVWU\
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0H <HVLWLVWKHSURFHVVRIHPSRZHUPHQWVWXGHQWVDUHXVHGWROHDUQLQJ by rote learning, recalling facts. The new learning experience has IRUFHGWKHPWRPRYHIURPWKHLUFRPIRUW]RQH7KH\QHHGWRVKLIW their paradigm of what is learning.
6WXGHQW <HV DFWXDOO\ LW LV UHOHYDQW WR WKH FXUUHQW FXUULFXOD KRZHYHU LW LV really challenging.
0H <HVZHDOVRFDQVHHWKDWWKLVQHJDWLYHSHUVSHFWLYHZLOOHQULFKRXU data by giving the different perspective of other voices, it is naturally happening in our classroom.
This vignette illustrates my first experience of supervising student teachers in FRQGXFWLQJUHVHDUFKRQHWKLFDOGLOHPPDWHDFKLQJ,QWKLVUHVHDUFKVFKRROVWXGHQWV are engaged in dilemma stories to help them understand chemistry concepts and social issues. My student teachers need continuous mentoring as they develop new NQRZOHGJH DERXW TXDOLWDWLYH UHVHDUFK DQG FKHPLVWU\ OHDUQLQJ , KDYH KDG VLPLODU H[SHULHQFHVZLWKP\VWXGHQWVRYHUWKHSDVWIRXU\HDUV,QPHQWRULQJWKHP,SUDFWLFH ethics of care and emancipation to support their development as agents of social change.
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gratified that as new chemistry teachers they have become agents of change in their schools, especially by engaging their students in transformative learning. Their
stories and experiences have empowered me to maintain my own transformative supervision practice.
&XUUHQWO\P\VWXGHQWVDQG,DUHZRUNLQJRQDUDQJHRIWUDQVIRUPDWLYHUHVHDUFK topics: new ethical dilemma stories, socio-critical problems, socio-emotional learning, green chemistry, culturally responsive teaching, STEAM education, conceptual understanding and mental modelling. My students collaborate in groups which helps them to empower each other in understanding transformative research approaches.
,DOVRIDFHWKHFKDOOHQJHRIVWXGHQWVXQGHUVWDQGLQJTXDQWLWDWLYHUHVHDUFKLQFOXGLQJ WKH YDOXH RI REMHFWLYLW\ DQG JHQHUDOLVDWLRQ$V D IRUPHU TXDQWLWDWLYH UHVHDUFKHU , believe that a good academic environment should provide a range of research approaches, including those framed by the paradigm of positivism.
Challenge: Final Examination
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,W LV WKH ILQDO H[DPLQDWLRQ RI RQH RI P\ %DFKHORU¶V GHJUHH VWXGHQWV ZKRVH research focussed on her implementation of ethical dilemma story pedagogy in DVFKRROFKHPLVWU\FODVVURRP,ZDONVORZO\WRWKHURRPLW¶VP\ILUVWWLPHDVD research supervisor to join the final research examination since returning home IURPP\GRFWRUDOUHVHDUFKLQ$XVWUDOLD,WVDPDQGWZRH[DPLQHUVZKRDUH my colleagues in the Chemistry Education Department, are in the room with P\+HDGRI'HSDUWPHQW,WDNHDVHDWDQGWKH+HDGRI'HSDUWPHQWDVNVLIZH are ready to start the final examination of my students’ research. My student ORRNVQHUYRXVHYHQWKRXJK,NQRZWKDWVKHLVJRRGDWFRQGXFWLQJWKHUHVHDUFK DQGKDVDZHOOSUHSDUHGVOLGHSUHVHQWDWLRQ6KHSUHVHQWVKHUUHVHDUFKIRU minutes. Even though she looks nervous, she gives an excellent presentation.
Then the questions by the examiners start. The student answers the questions of the first examiner about what is a dilemma story, how it was implemented in the chemistry classroom, and how it impacted students’ learning. The next questions come from the second examiner.
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([DPLQHU ,W¶VLPSRVVLEOHTXDOLWDWLYHUHVHDUFKKDVWREHFRQGXFWHGIRUPRUH WKDQ\HDUVLQFH\RXKDYHWRHQJDJHZLWKWKHSDUWLFLSDQWV<RX KDYHWRZRUNFORVHO\ZLWKWKHSDUWLFLSDQWV4XDOLWDWLYHUHVHDUFKLV impossible for students’ research projects.
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data coding and categorising.
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2QUHWXUQWRP\XQLYHUVLW\,EHJDQLQWURGXFLQJWUDQVIRUPDWLYHUHVHDUFKLQP\WHDFKLQJ RI%DFKHORU¶VGHJUHHVWXGHQWV%XW,UHDOLVHGWKDW,QHHGHGWRWUHDGFDUHIXOO\DVPRVW RIP\FROOHDJXHVXQGHUWDNHUHVHDUFKVKDSHGE\WKHSRVLWLYLVWSDUDGLJP,QHHGHGWR EHDFFHSWHGLQWKHDFDGHPLFIRUXPRIP\XQLYHUVLW\,DOVRQHHGHGWRWKLQNDERXW my students as their research would be assessed in the final examination by my FROOHDJXHV:KDW ODQJXDJH VKRXOG , XVH":KDW UHVHDUFK PHWKRGV DUH DFFHSWDEOH"
And the fundamental question: What are the truths that are held by the academic FRPPXQLW\"
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to be familiar to my colleagues, rather than unfamiliar terminology of transformative research – multi-paradigmatic research, auto/ethnography±WKDW,KDGXVHGLQP\
doctoral research.
This vignette illustrates a challenging event that happened to one of my first research students who had undertaken qualitative research on her implementation RI DQ HWKLFDO GLOHPPD VWRU\ LQ D ORFDO VFKRRO , KDG PL[HG IHHOLQJV DERXW WKH reluctance of my colleagues to accept my approach to qualitative research.
Epistemologically naive questions about measurement, research time, and YDOLGLW\ZHUHFRPPRQO\DVNHG(YHQWKRXJK,FRQWLQXHWRZRUNZLWKFULWLFDODXWR ethnography as my chosen research methodology, it is not yet well accepted as a methodology for supervising my student teachers’ projects, mainly because it is perceived as being too subjective.
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have invited me as a speaker at seminars on qualitative research and transformative education.
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,DOVRHQFRXUDJHP\VWXGHQWWHDFKHUVWRSUHVHQWWKHLUUHVHDUFKLQWKHVHFRQIHUHQFHV +RZHYHU,RIWHQH[SHULHQFHWKHFKDOOHQJHRIQRWKDYLQJP\SURSRVDOVDFFHSWHGRQ their epistemic merits.
Challenge: Getting Published
The Methodology Must Be Scientific
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This vignette illustrates my experience of submitting papers for an international FRQIHUHQFH LQ P\ FRXQWU\ ,W ZDV QRW P\ ILUVW H[SHULHQFH RI EHLQJ QHJOHFWHG DQG UHMHFWHG , FRQWLQXH WR VWUXJJOH WR LQWURGXFH WUDQVIRUPDWLYH ZD\V RI NQRZLQJ LQ conducting research. The strong positivism paradigm should not be a problem if academics open up their minds to an acceptance of differences. As lecturers we need to be aware of different ways of knowing, different values, and different beliefs.
Borderless information should encourage us to continue as learners.
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views on the value of transformative research and by opportunities to share my views in conferences and seminars at the national level.
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WUDQVIRUPDWLYHWHDFKLQJDQGUHVHDUFKLGHQWLW\,KDYHIRXQGWKDWLWLVYHU\LPSRUWDQW to understand ourselves in relation to others in order to create the changes we believe DUHLPSRUWDQW$VDFKHPLVWU\WHDFKHUHGXFDWRU,DPIRFXVLQJRQHPSRZHULQJP\
VWXGHQWVWREHFRPHLQVSLULQJFKHPLVWU\WHDFKHUV,QHPSRZHULQJP\VWXGHQWV,VWDUW ZLWKUHIOHFWLRQVRQVHOIXQGHUVWDQGLQJ$VDUHVHDUFKHUDQGUHVHDUFKVXSHUYLVRU,QHHG to adjust the value of transformative learning for it to be accepted in creating change LQP\XQLYHUVLW\,EHOLHYHWKDWXQGHUVWDQGLQJGLIIHUHQWZRUOGYLHZVKDVKHOSHGPH to dance with differences,KDYHFRPHWRUHDOLVHKRZDrainbow of worldviews has shaped my perspective on conducting research.
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different ways of worldviews different ways of thinking different ways of understanding
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doctoral study are helping me to continue to negotiate cultural border crossings.
These perspectives have helped me to develop the habit of fostering critical self- reflection throughout the ongoing journey of empowering myself and my student teachers. My reflections in this chapter have helped me to continue constructing my LGHQWLW\DQG,KRSHWKH\ZLOOEHYDOXDEOHIRUEHJLQQLQJHGXFDWRUVDQGUHVHDUFKHUVLQ dealing with differences when they return home. The journey is not easy, however the experience of being neglected and rejected has enriched my empowerment to stay on the pathway as a transformative teacher educator.
,DPDWHDFKHUZKRVWDUWHGDMRXUQH\ZLWKRXWDQ\SDVVLRQIRUEHLQJDWHDFKHUDQG any understanding of her teaching identity.
,DPDWHDFKHUZKRVWDUWHGWRXQGHUVWDQGWKHUHDOFKDOOHQJHVWRUHPDLQHPSRZHUHG and to understand different forces that constitute the life journey within her
professional practice.
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ABOUT THE AUTHOR
Yuli Rahmawati , DP D FKHPLVWU\ WHDFKHU HGXFDWRU DW 8QLYHUVLWDV 1HJHUL -DNDUWD ,QGRQHVLD $V D XQLYHUVLW\
HGXFDWRU,HQJDJHLQWUDQVIRUPDWLYHOHDUQLQJDQGUHVHDUFK practices. My interests are the impact of transformative education on teaching and cultural identity, new ethical dilemma stories, socio-critical problems, socio-emotional learning, green chemistry, culturally responsive teaching, STEAM education, conceptual understanding and mental modelling. My passion is engaging my student teachers in transformative research approaches in different research areas. Reflecting on my pedagogical experiences, ,KDYHDSDVVLRQIRUGHYHORSLQJWUDQVIRUPDWLYHVFLHQFHHGXFDWLRQLQ,QGRQHVLD
