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Papers by Hari C . Kamali
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly... more This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners' attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang’s (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effecti...
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly... more This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners' attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang's (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effective (p. 12).
Although a scripture related to Hinduism, scholars have studied the Gita in relation to different... more Although a scripture related to Hinduism, scholars have studied the Gita in relation to different pursuits of inquiry from various theoretical perspectives. In this regard, this study intends to explore the verses in the Gita from deconstructive perspective and identify the occurrence of differance in it. For this I have introduced deconstruction and differance, and reviewed some studies guided by deconstructive reading. Although the Gita has been studied in relation to other disciplines like education, psychology, politics, environment and interspirituality, I have found no study until now guided by deconstructive reading. So I have employed deconstructive reading of the Gita as a method of textual analysis to identify differance as its theme and relate it to deconstruction. Thus I have explored the verses in the Gita grounded on deconstructive reading and concluded that the Gita contains differance as its verses designate contradictory and multiple meanings allowing their free play in the text. As this study has established the interrelation between the Gita and deconstruction, this paper justifies the significance of the Gita in the present-day postmodern context. This suggests the potentials of the Gita for the study of postmodern spirituality. Deconstructive Reading of a Text: A Review: Deconstruction has been applied to different fields of study like education, literature, environment, culture, politics, etc. As Derrideans have employed deconstruction in analyzing and interpreting meanings of texts, it is called deconstructive reading which is rooted to Derrida's readings of classics as well as other texts. Regarding Derrida's practice of deconstructive reading, Gerasimos Kakoliris argues that it was concerned with deconstructing the "metaphysics of presence"
Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to furthe... more Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to further developments as "a pedagogy in progress" (Kumaravadivelu, 2001). Implication of postmethod pedagogy underpinned by deconstruction has the potentials to make pedagogy more effective for which the postmethod teacher needs to play the role of a deconstructionist teacher. So in this paper I have reviewed the works on postmethod pedagogy and deconstruction and explored how they are interrelated and how they can be exploited as deconstructive pedagogy to make pedagogy more effective in context. As a result, it is concluded that when a postmethod teacher practices pedagogy as a deconstructionist teacher, any challenges emerging in the practice of pedagogy can be addressed as deconstructive pedagogy destabilizes the pedagogical practices and looks for possibilities of multiple meanings in context.
International Journal of Recent Advances in Multidisciplinary Research, 2021
Although a scripture related to Hinduism, scholars have studied the Gita in relation to different... more Although a scripture related to Hinduism, scholars have studied the Gita in relation to different pursuits of inquiry from various theoretical perspectives. In this regard, this study intends to explore the verses in the Gita from deconstructive perspective and identify the occurrence of differance in it. For this I have introduced deconstruction and differance, and reviewed some studies guided by deconstructive reading. Although the Gita has been studied in relation to other disciplines like education, psychology, politics, environment and interspirituality, I have found no study until now guided by deconstructive reading. So I have employed deconstructive reading of the Gita as a method of textual analysis to identify differance as its theme and relate it to deconstruction. Thus I have explored the verses in the Gita grounded on deconstructive reading and concluded that the Gita contains differance as its verses designate contradictory and multiple meanings allowing their free play in the text. As this study has established the interrelation between the Gita and deconstruction, this paper justifies the significance of the Gita in the present-day postmodern context. This suggests the potentials of the Gita for the study of postmodern spirituality. Deconstructive Reading of a Text: A Review: Deconstruction has been applied to different fields of study like education, literature, environment, culture, politics, etc. As Derrideans have employed deconstruction in analyzing and interpreting meanings of texts, it is called deconstructive reading which is rooted to Derrida's readings of classics as well as other texts. Regarding Derrida's practice of deconstructive reading, Gerasimos Kakoliris argues that it was concerned with deconstructing the "metaphysics of presence"
International Journal of English Language Teaching, 2021
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly... more This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners' attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang's (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effective (p. 12).
Technium Social Sciences Journal, 2021
Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to furthe... more Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to further developments as "a pedagogy in progress" (Kumaravadivelu, 2001). Implication of postmethod pedagogy underpinned by deconstruction has the potentials to make pedagogy more effective for which the postmethod teacher needs to play the role of a deconstructionist teacher. So in this paper I have reviewed the works on postmethod pedagogy and deconstruction and explored how they are interrelated and how they can be exploited as deconstructive pedagogy to make pedagogy more effective in context. As a result, it is concluded that when a postmethod teacher practices pedagogy as a deconstructionist teacher, any challenges emerging in the practice of pedagogy can be addressed as deconstructive pedagogy destabilizes the pedagogical practices and looks for possibilities of multiple meanings in context.
Drafts by Hari C . Kamali
This course is designed to help students and youths develop their personality, and it can be used... more This course is designed to help students and youths develop their personality, and it can be used as a short-term training course or a long-tern counseling course.
The Bhagavadgita, simply known as the Gita, is a widely-read text among the seekers of truth. Whe... more The Bhagavadgita, simply known as the Gita, is a widely-read text among the seekers of truth. When I first went through it, I realized its profoundness that no knowledge discovered until now can go beyond it. As a teacher educator, in my subsequent readings I paid attention to how Lord Krishna has taught Arjuna in the Gita. After some readings I had a hypothesis that Lord Krishna is a deconstructionist teacher in the pedagogy of the Gita. This laid a foundation for this project. As this study came to a conclusion, the report has been organized into five chapters. Chapter 1 consists of the fundamental concepts to set background to this study. So it introduces the Gita; presents Lord Krishna as a teacher; links deconstruction to pedagogy and then to religion and presents other fundamental concepts required to the research process. Chapter 2 contains commentaries on the Gita and reviews of the studies on the Gita; it has established the research gap that there is no study to establish the relation between deconstruction and the pedagogy in the Gita. Chapter 3 contains the theoretical review of the study, identification of theoretical data, process of deconstructive reading and its relation to religion and scriptures, and identification of the constructs of deconstruction—binary oppositions and differance—in the pedagogy of the Gita. Chapter 4 justifies Lord Krishna as a deconstructionist teacher in the pedagogy of the Gita and relates it to postmethod pedagogy in terms of teacher roles and teacher identities from the perspective of deconstruction. Furthermore, chapter 5 presents the conclusion of the study that the pedagogy in the Gita contains the constructs of deconstruction, and that Lord Krishna is a deconstructionist teacher. The ending section of this chapter reviews the postmethod pedagogy on the ground of deconstruction and recommends ‘deconstructionist’ as the role of a teacher in postmethod pedagogy in order to develop it into deconstructive pedagogy and make it more effective in context.
International Journal of History and Philosophical Research, 2021
The questions on religion and God have always been perplexing and they have remained as issues in... more The questions on religion and God have always been perplexing and they have remained as issues in academia. This has become more burning issue since Derrida's introduction of deconstruction to academia in 1960s as both Derrida's personality and deconstruction remained controversial regarding these issues. So in this paper I have reviewed the studies on Derrida and deconstruction in relation to religion and God with the purpose to find out the constructs to identify Derrida's religiosity and its similarities with the teachings of the Gita. Then I have employed these constructs to explore the teachings of the Gita as a comparative study and identified that the constructs of Derrida's religiosity go in the line with the teachings of the Gita. Thus both of them suggest the deconstructive understanding of religion and God; they identify religion as the pursuit of the truth and justice and God as the undeconstructible, a sacred reality; they are comprehensive and inclusive of all as they are guided by a quasi-transcendental logic and deconstructive belief. Thus, this study has made a significant foundation for the study of postmodern spirituality and its enhancement for promoting interspirituality and sustainable peace in the world.
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly... more This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners' attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang’s (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effecti...
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly... more This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners' attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang's (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effective (p. 12).
Although a scripture related to Hinduism, scholars have studied the Gita in relation to different... more Although a scripture related to Hinduism, scholars have studied the Gita in relation to different pursuits of inquiry from various theoretical perspectives. In this regard, this study intends to explore the verses in the Gita from deconstructive perspective and identify the occurrence of differance in it. For this I have introduced deconstruction and differance, and reviewed some studies guided by deconstructive reading. Although the Gita has been studied in relation to other disciplines like education, psychology, politics, environment and interspirituality, I have found no study until now guided by deconstructive reading. So I have employed deconstructive reading of the Gita as a method of textual analysis to identify differance as its theme and relate it to deconstruction. Thus I have explored the verses in the Gita grounded on deconstructive reading and concluded that the Gita contains differance as its verses designate contradictory and multiple meanings allowing their free play in the text. As this study has established the interrelation between the Gita and deconstruction, this paper justifies the significance of the Gita in the present-day postmodern context. This suggests the potentials of the Gita for the study of postmodern spirituality. Deconstructive Reading of a Text: A Review: Deconstruction has been applied to different fields of study like education, literature, environment, culture, politics, etc. As Derrideans have employed deconstruction in analyzing and interpreting meanings of texts, it is called deconstructive reading which is rooted to Derrida's readings of classics as well as other texts. Regarding Derrida's practice of deconstructive reading, Gerasimos Kakoliris argues that it was concerned with deconstructing the "metaphysics of presence"
Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to furthe... more Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to further developments as "a pedagogy in progress" (Kumaravadivelu, 2001). Implication of postmethod pedagogy underpinned by deconstruction has the potentials to make pedagogy more effective for which the postmethod teacher needs to play the role of a deconstructionist teacher. So in this paper I have reviewed the works on postmethod pedagogy and deconstruction and explored how they are interrelated and how they can be exploited as deconstructive pedagogy to make pedagogy more effective in context. As a result, it is concluded that when a postmethod teacher practices pedagogy as a deconstructionist teacher, any challenges emerging in the practice of pedagogy can be addressed as deconstructive pedagogy destabilizes the pedagogical practices and looks for possibilities of multiple meanings in context.
International Journal of Recent Advances in Multidisciplinary Research, 2021
Although a scripture related to Hinduism, scholars have studied the Gita in relation to different... more Although a scripture related to Hinduism, scholars have studied the Gita in relation to different pursuits of inquiry from various theoretical perspectives. In this regard, this study intends to explore the verses in the Gita from deconstructive perspective and identify the occurrence of differance in it. For this I have introduced deconstruction and differance, and reviewed some studies guided by deconstructive reading. Although the Gita has been studied in relation to other disciplines like education, psychology, politics, environment and interspirituality, I have found no study until now guided by deconstructive reading. So I have employed deconstructive reading of the Gita as a method of textual analysis to identify differance as its theme and relate it to deconstruction. Thus I have explored the verses in the Gita grounded on deconstructive reading and concluded that the Gita contains differance as its verses designate contradictory and multiple meanings allowing their free play in the text. As this study has established the interrelation between the Gita and deconstruction, this paper justifies the significance of the Gita in the present-day postmodern context. This suggests the potentials of the Gita for the study of postmodern spirituality. Deconstructive Reading of a Text: A Review: Deconstruction has been applied to different fields of study like education, literature, environment, culture, politics, etc. As Derrideans have employed deconstruction in analyzing and interpreting meanings of texts, it is called deconstructive reading which is rooted to Derrida's readings of classics as well as other texts. Regarding Derrida's practice of deconstructive reading, Gerasimos Kakoliris argues that it was concerned with deconstructing the "metaphysics of presence"
International Journal of English Language Teaching, 2021
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly... more This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners' attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang's (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effective (p. 12).
Technium Social Sciences Journal, 2021
Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to furthe... more Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to further developments as "a pedagogy in progress" (Kumaravadivelu, 2001). Implication of postmethod pedagogy underpinned by deconstruction has the potentials to make pedagogy more effective for which the postmethod teacher needs to play the role of a deconstructionist teacher. So in this paper I have reviewed the works on postmethod pedagogy and deconstruction and explored how they are interrelated and how they can be exploited as deconstructive pedagogy to make pedagogy more effective in context. As a result, it is concluded that when a postmethod teacher practices pedagogy as a deconstructionist teacher, any challenges emerging in the practice of pedagogy can be addressed as deconstructive pedagogy destabilizes the pedagogical practices and looks for possibilities of multiple meanings in context.
This course is designed to help students and youths develop their personality, and it can be used... more This course is designed to help students and youths develop their personality, and it can be used as a short-term training course or a long-tern counseling course.
The Bhagavadgita, simply known as the Gita, is a widely-read text among the seekers of truth. Whe... more The Bhagavadgita, simply known as the Gita, is a widely-read text among the seekers of truth. When I first went through it, I realized its profoundness that no knowledge discovered until now can go beyond it. As a teacher educator, in my subsequent readings I paid attention to how Lord Krishna has taught Arjuna in the Gita. After some readings I had a hypothesis that Lord Krishna is a deconstructionist teacher in the pedagogy of the Gita. This laid a foundation for this project. As this study came to a conclusion, the report has been organized into five chapters. Chapter 1 consists of the fundamental concepts to set background to this study. So it introduces the Gita; presents Lord Krishna as a teacher; links deconstruction to pedagogy and then to religion and presents other fundamental concepts required to the research process. Chapter 2 contains commentaries on the Gita and reviews of the studies on the Gita; it has established the research gap that there is no study to establish the relation between deconstruction and the pedagogy in the Gita. Chapter 3 contains the theoretical review of the study, identification of theoretical data, process of deconstructive reading and its relation to religion and scriptures, and identification of the constructs of deconstruction—binary oppositions and differance—in the pedagogy of the Gita. Chapter 4 justifies Lord Krishna as a deconstructionist teacher in the pedagogy of the Gita and relates it to postmethod pedagogy in terms of teacher roles and teacher identities from the perspective of deconstruction. Furthermore, chapter 5 presents the conclusion of the study that the pedagogy in the Gita contains the constructs of deconstruction, and that Lord Krishna is a deconstructionist teacher. The ending section of this chapter reviews the postmethod pedagogy on the ground of deconstruction and recommends ‘deconstructionist’ as the role of a teacher in postmethod pedagogy in order to develop it into deconstructive pedagogy and make it more effective in context.
International Journal of History and Philosophical Research, 2021
The questions on religion and God have always been perplexing and they have remained as issues in... more The questions on religion and God have always been perplexing and they have remained as issues in academia. This has become more burning issue since Derrida's introduction of deconstruction to academia in 1960s as both Derrida's personality and deconstruction remained controversial regarding these issues. So in this paper I have reviewed the studies on Derrida and deconstruction in relation to religion and God with the purpose to find out the constructs to identify Derrida's religiosity and its similarities with the teachings of the Gita. Then I have employed these constructs to explore the teachings of the Gita as a comparative study and identified that the constructs of Derrida's religiosity go in the line with the teachings of the Gita. Thus both of them suggest the deconstructive understanding of religion and God; they identify religion as the pursuit of the truth and justice and God as the undeconstructible, a sacred reality; they are comprehensive and inclusive of all as they are guided by a quasi-transcendental logic and deconstructive belief. Thus, this study has made a significant foundation for the study of postmodern spirituality and its enhancement for promoting interspirituality and sustainable peace in the world.