Strengthening Knowledge Democracy Through Tripartite Collaboration among the Universities, the Schools, and the Communities: Insights From a Participatory Action Research Project in Nepal

Abstract

Participatory Action Research (PAR) represents an esteemed methodology within the realm of Social Science Research. Renowned for its capacity to foster cooperative learning and holistic advancement, PAR exhibits the potential to facilitate practical interventions tailored to specific contexts. Furthermore, it affords the opportunity for community-level research experiences to assume a pivotal role within the academic requisites of university researchers. To this background, this reflective inquiry embarks upon an exploration of the undertakings of a doctoral candidate and research supervisors who engaged in PAR as a means to engender collaboration among educational institutions, including schools and universities, in collaboration with the overseas community. The overarching objective of this PAR endeavor was the enhancement of educational quality through recognition and self-administration of innovative pedagogical approaches initiated within the school setting at the basic and secondary school levels. While championing the democratization of knowledge through collaborative ventures, we encountered manifold contextual factors hampering the complete realization of autonomy. These hindrances encompass cultural norms ingrained within both the school and university environments, in addition to conflicting societal expectations.