Khim Subedi - Academia.edu (original) (raw)
Papers by Khim Subedi
KMC journal, Jan 31, 2024
This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics ... more This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics drawing on critical reflections based on the experiences of interviewing primary level teachers in exploring their identities. I argue that qualitative fieldwork is not a one-shot, linear activity but a negotiated and relational task requiring a flexible and context-specific plan. This study identifies challenges associated with the fieldwork relating to establishing and sustaining a good relationship and reciprocity between the researcher and the participants, unequal power dynamics between the researcher and the participants, participants' familiarity with and habitual response to the survey questionnaires, narrow understanding of confidentiality and anonymity as ethical considerations, unmatched gender between the researcher and the participants, and through and detailed capture of micro field jottings and writing the fieldnotes. I suggest initiating fieldwork with sufficient informal conversation and establishing a rapport to gain the participants' trust, positioning oneself as an insider to acquire valuable and meaningful data.
KMC Journal, 2024
This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics ... more This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics drawing on critical reflections based on the experiences of interviewing primary level teachers in exploring their identities. I argue that qualitative fieldwork is not a one-shot, linear activity but a negotiated and relational task requiring a flexible and context-specific plan. This study identifies challenges associated with the fieldwork relating to establishing and sustaining a good relationship and reciprocity between the researcher and the participants, unequal power dynamics between the researcher and the participants, participants' familiarity with and habitual response to the survey questionnaires, narrow understanding of confidentiality and anonymity as ethical considerations, unmatched gender between the researcher and the participants, and through and detailed capture of micro field jottings and writing the fieldnotes. I suggest initiating fieldwork with sufficient informal conversation and establishing a rapport to gain the participants' trust, positioning oneself as an insider to acquire valuable and meaningful data.
Interviewing Female Teachers as a Male Researcher: A Field Reflection fr Reflection from a Patriarchal Society P chal Society Perspectiv erspective, 2023
This article examines the role of gender difference in a qualitative interview from the theoretic... more This article examines the role of gender difference in a qualitative interview from the theoretical lenses of the sociocultural perspective of teachers' identity in a localized context of Ph.D. field research. The study blends the researcher's critical reflections during interviewing female teachers in exploring their teacher identity and existing literature on gender differences in a qualitative interview. In addition, a research diary is used as the data source to unpack the complexity of gender dynamics in a qualitative interview. To add to the discussion of gender difference in a qualitative interview, we argued that gender difference between the interviewer and the interviewee mediates and shapes the data collection in a qualitative interview. Thus, to understand the role of gender difference in a qualitative interview, it is necessary to do a comprehensive analysis of the complex dynamics of gender matching, the cultural background of the interviewee, and possible power relations between the researcher and participants. This study contributes to the dynamics in interviewing women by a man outside the Western cultural setting, particularly during a field research experience by a Ph.D. scholar.
KMC Journal
The article explores how Nepalese public schools’ traditional hierarchy-dominated educational cul... more The article explores how Nepalese public schools’ traditional hierarchy-dominated educational culture shapes teachers’ professional growth and sense of identity. Through the narrative inquiry approach, I explored teachers' professional identity development using Gee’s (2000) identity framework. The data revealed that hierarchy and power relations between the teachers and the social context fundamentally shaped teacher identity development. However, the study further showed that professional hierarchy was not uni-layered, the power was not one-directional, and the domination was not permanent but rather dynamic. Factors like academic qualifications, job status, technological skills, and social status made the hierarchy complex. More interestingly, hierarchical relationships did not always undermine teacher empowerment but confidence in some cases. For example, when a teacher in a marginalized position due to some factors such as poor health condition was viewed as a role model or...
KMC Journal
Studies on Psychological Sense of School Membership (PSSM) have been widespread globally for thre... more Studies on Psychological Sense of School Membership (PSSM) have been widespread globally for three decades. However, it has not been discussed in the context of Nepali schools’ education. A positive sense of belongingness to schools among the students is essential to foster their good academic achievement as well as their mental health. Furthermore, it also increases students’ motivation and peer adjustment. This study uncovers the sense of school belongingness of grade eight students in community schools in Nepal employing a descriptive survey design under quantitative research. The five points PSSM scale, a valid and widely used measurement scale, has been used to examine the students’ perceptions about their school membership. Four major concepts have emerged from the data analysis: sense of attachment with school, sense of acceptance, sense of school ownership, and sense of respect and honour. Results revealed that students lack a strong sense of membership towards their school ...
International Journal of Doctoral Studies
Aim/Purpose: This study explores how online writing groups facilitate the academic identity devel... more Aim/Purpose: This study explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from...
ACADEMIC IDENTITY DEVELOPMENT OF DOCTORAL SCHOLARS IN AN ONLINE WRITING GROUP, 2022
Aim/Purpose This study explores how online writing groups facilitate the academic identity devel... more Aim/Purpose This study explores how online writing groups facilitate the academic identity
development of doctoral scholars.
Background Academic institutions around the world, and especially in developing societies,
are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of
participating scholars. Academic identity is defined as the becoming and being
of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community.
Methodology This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore
the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of
the online writing group.
Contribution This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity.
Findings This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual
Scholars' Journal, 2021
This paper focuses on the considerations in determining the number of participants for qualitativ... more This paper focuses on the considerations in determining the number of participants for qualitative research because of the lack of clear guidelines in this area. The study has employed a semi-systematic literature review that is embedded with the researcher's experience. The study has concluded that the purpose of the research, methodological choices, theoretical framework and analytical strategy, data saturation, researcher's knowledge and experience, and institutional and supervisor's requirements need to be considered while choosing the participants in qualitative research. In addition, the focus has been to explore in-depth information from small number of participants. Generally, participants in qualitative research can be added or removed during the research process rather than the prior determination. This paper suggests that the researchers are autonomous to select the participants in qualitative research and they can choose from a single to twenty samples that c...
is article aims to explore the policy provisions and practices of the local curriculum in primary... more is article aims to explore the policy provisions and practices of the local curriculum in primary level schools. Data are generated from teachers, head teachers, resource persons, and Assistant District Education O cer by using interview and focus group discussion. In addition, document analysis is done to locate the existing implementation status of local curriculum. e study revealed that the provision of local curriculum exists only on policy that lacks implementation in most primary schools. e popular trend of teaching English language is replacing the local curriculum. Teachers and head teachers are not well-informed and not acquainted with the developing guidelines of local curriculum. Similarly, they are perceived as lacking of technical knowledge in designing curricula. erefore, there is a serious gap between the policy intention and its execution. is has created dilemma in practicing the local curriculum at primary level education in Nepal.
This article explores the process, reasons and consequences of private tutoring as perceived by t... more This article explores the process, reasons and consequences of private tutoring as perceived by the secondary level teachers and students of community schools. This is a qualitative study based on the data generated from the focus group discussions and interviews. The article argues that the students perceived improved learning through private tutoring even though there is no any significant difference in pedagogical practices than in the mainstream schooling. Exam focused learning, poor classroom teaching, peer culture, parental pressure and indirect pressure from their teachers are the main reasons behind receiving private tutoring. However, improved learning by immediate support and feedback from their teachers and development of self-confidence among students are positive consequences of private tutoring. Similarly, there are negative consequences of private tutoring learning such as to pass examination, lack of students’ attention during classroom hours, extra financial burden ...
KMC journal, Jan 31, 2024
This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics ... more This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics drawing on critical reflections based on the experiences of interviewing primary level teachers in exploring their identities. I argue that qualitative fieldwork is not a one-shot, linear activity but a negotiated and relational task requiring a flexible and context-specific plan. This study identifies challenges associated with the fieldwork relating to establishing and sustaining a good relationship and reciprocity between the researcher and the participants, unequal power dynamics between the researcher and the participants, participants' familiarity with and habitual response to the survey questionnaires, narrow understanding of confidentiality and anonymity as ethical considerations, unmatched gender between the researcher and the participants, and through and detailed capture of micro field jottings and writing the fieldnotes. I suggest initiating fieldwork with sufficient informal conversation and establishing a rapport to gain the participants' trust, positioning oneself as an insider to acquire valuable and meaningful data.
KMC Journal, 2024
This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics ... more This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics drawing on critical reflections based on the experiences of interviewing primary level teachers in exploring their identities. I argue that qualitative fieldwork is not a one-shot, linear activity but a negotiated and relational task requiring a flexible and context-specific plan. This study identifies challenges associated with the fieldwork relating to establishing and sustaining a good relationship and reciprocity between the researcher and the participants, unequal power dynamics between the researcher and the participants, participants' familiarity with and habitual response to the survey questionnaires, narrow understanding of confidentiality and anonymity as ethical considerations, unmatched gender between the researcher and the participants, and through and detailed capture of micro field jottings and writing the fieldnotes. I suggest initiating fieldwork with sufficient informal conversation and establishing a rapport to gain the participants' trust, positioning oneself as an insider to acquire valuable and meaningful data.
Interviewing Female Teachers as a Male Researcher: A Field Reflection fr Reflection from a Patriarchal Society P chal Society Perspectiv erspective, 2023
This article examines the role of gender difference in a qualitative interview from the theoretic... more This article examines the role of gender difference in a qualitative interview from the theoretical lenses of the sociocultural perspective of teachers' identity in a localized context of Ph.D. field research. The study blends the researcher's critical reflections during interviewing female teachers in exploring their teacher identity and existing literature on gender differences in a qualitative interview. In addition, a research diary is used as the data source to unpack the complexity of gender dynamics in a qualitative interview. To add to the discussion of gender difference in a qualitative interview, we argued that gender difference between the interviewer and the interviewee mediates and shapes the data collection in a qualitative interview. Thus, to understand the role of gender difference in a qualitative interview, it is necessary to do a comprehensive analysis of the complex dynamics of gender matching, the cultural background of the interviewee, and possible power relations between the researcher and participants. This study contributes to the dynamics in interviewing women by a man outside the Western cultural setting, particularly during a field research experience by a Ph.D. scholar.
KMC Journal
The article explores how Nepalese public schools’ traditional hierarchy-dominated educational cul... more The article explores how Nepalese public schools’ traditional hierarchy-dominated educational culture shapes teachers’ professional growth and sense of identity. Through the narrative inquiry approach, I explored teachers' professional identity development using Gee’s (2000) identity framework. The data revealed that hierarchy and power relations between the teachers and the social context fundamentally shaped teacher identity development. However, the study further showed that professional hierarchy was not uni-layered, the power was not one-directional, and the domination was not permanent but rather dynamic. Factors like academic qualifications, job status, technological skills, and social status made the hierarchy complex. More interestingly, hierarchical relationships did not always undermine teacher empowerment but confidence in some cases. For example, when a teacher in a marginalized position due to some factors such as poor health condition was viewed as a role model or...
KMC Journal
Studies on Psychological Sense of School Membership (PSSM) have been widespread globally for thre... more Studies on Psychological Sense of School Membership (PSSM) have been widespread globally for three decades. However, it has not been discussed in the context of Nepali schools’ education. A positive sense of belongingness to schools among the students is essential to foster their good academic achievement as well as their mental health. Furthermore, it also increases students’ motivation and peer adjustment. This study uncovers the sense of school belongingness of grade eight students in community schools in Nepal employing a descriptive survey design under quantitative research. The five points PSSM scale, a valid and widely used measurement scale, has been used to examine the students’ perceptions about their school membership. Four major concepts have emerged from the data analysis: sense of attachment with school, sense of acceptance, sense of school ownership, and sense of respect and honour. Results revealed that students lack a strong sense of membership towards their school ...
International Journal of Doctoral Studies
Aim/Purpose: This study explores how online writing groups facilitate the academic identity devel... more Aim/Purpose: This study explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from...
ACADEMIC IDENTITY DEVELOPMENT OF DOCTORAL SCHOLARS IN AN ONLINE WRITING GROUP, 2022
Aim/Purpose This study explores how online writing groups facilitate the academic identity devel... more Aim/Purpose This study explores how online writing groups facilitate the academic identity
development of doctoral scholars.
Background Academic institutions around the world, and especially in developing societies,
are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of
participating scholars. Academic identity is defined as the becoming and being
of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community.
Methodology This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore
the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of
the online writing group.
Contribution This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity.
Findings This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual
Scholars' Journal, 2021
This paper focuses on the considerations in determining the number of participants for qualitativ... more This paper focuses on the considerations in determining the number of participants for qualitative research because of the lack of clear guidelines in this area. The study has employed a semi-systematic literature review that is embedded with the researcher's experience. The study has concluded that the purpose of the research, methodological choices, theoretical framework and analytical strategy, data saturation, researcher's knowledge and experience, and institutional and supervisor's requirements need to be considered while choosing the participants in qualitative research. In addition, the focus has been to explore in-depth information from small number of participants. Generally, participants in qualitative research can be added or removed during the research process rather than the prior determination. This paper suggests that the researchers are autonomous to select the participants in qualitative research and they can choose from a single to twenty samples that c...
is article aims to explore the policy provisions and practices of the local curriculum in primary... more is article aims to explore the policy provisions and practices of the local curriculum in primary level schools. Data are generated from teachers, head teachers, resource persons, and Assistant District Education O cer by using interview and focus group discussion. In addition, document analysis is done to locate the existing implementation status of local curriculum. e study revealed that the provision of local curriculum exists only on policy that lacks implementation in most primary schools. e popular trend of teaching English language is replacing the local curriculum. Teachers and head teachers are not well-informed and not acquainted with the developing guidelines of local curriculum. Similarly, they are perceived as lacking of technical knowledge in designing curricula. erefore, there is a serious gap between the policy intention and its execution. is has created dilemma in practicing the local curriculum at primary level education in Nepal.
This article explores the process, reasons and consequences of private tutoring as perceived by t... more This article explores the process, reasons and consequences of private tutoring as perceived by the secondary level teachers and students of community schools. This is a qualitative study based on the data generated from the focus group discussions and interviews. The article argues that the students perceived improved learning through private tutoring even though there is no any significant difference in pedagogical practices than in the mainstream schooling. Exam focused learning, poor classroom teaching, peer culture, parental pressure and indirect pressure from their teachers are the main reasons behind receiving private tutoring. However, improved learning by immediate support and feedback from their teachers and development of self-confidence among students are positive consequences of private tutoring. Similarly, there are negative consequences of private tutoring learning such as to pass examination, lack of students’ attention during classroom hours, extra financial burden ...