Raju Shrestha | Kathmandu University school of education (original) (raw)
Papers by Raju Shrestha
British Council, 2021
This chapter reflects on the author's experience of making a transition in his teacher journey fr... more This chapter reflects on the author's experience of making a transition in his teacher journey from reluctance to competence to creativity with technology. In doing so, the author engages in critical selfreflection of his English language teaching (ELT) practices, using autoethnography as a primary research method. Thus, the main purpose of the study is to explore the pedagogical practices employed by the author with a narrative critically reflecting on the shifts in a teaching journey. This provides an account that other teachers, teacher educators and stakeholders may find relatable when envisioning a technology-rich pedagogy.
Journal of Transformative Praxis, 2022
This paper is an outcome of my MPhil dissertation, in which I was engaged in transformative resea... more This paper is an outcome of my MPhil dissertation, in which I was engaged in transformative research practice to critically look into the learning practices that I followed in my non/academic journey from my childhood education to my MPhil research period. The learning practices can be inevitable approaches to transformative learning but might not have been given a space in the educational context of Nepal. Keeping this in consideration, I, as a transformative teacher-researcher, attempt to reconceptualize learning practices in Nepal by breaking the beliefs taken for granted that learning takes place only within the classroom guided by teachers' pedagogical practices. In other words, I make an argument for the approaches to transformative learning apart from classroom pedagogy. In doing so, I reflect on my learning journey by responding to the guiding research question, 'How did I adopt transformative learning practices apart from classroom pedagogy from my childhood education to MPhil research?' For this, I engage in critical self-reflection on my learning practices using a multi-paradigmatic (interpretivism, criticalism, postmodernism) research approach and autoethnography as a research method to capture my autobiographical learning journey from childhood education to my MPhil degree. I conclude the paper by providing my transformative learning practices: learning beyond the classroom context, learning through critical reflection, learning through a disorienting dilemma, learning through writing about self and others, learning through perspectival meaningmaking and learning through envisioning by critically looking through the lens of knowledge constitutive interests and transformative theories. The theories help me in the process of analyzing, interpreting and making meaning of my experience.
Advances in Knowledge Discovery and Data Mining, 2005
Bayesian spam filters, in general, compute probability estimations for tokens either without cons... more Bayesian spam filters, in general, compute probability estimations for tokens either without considering the email areas of occurrences except the body or treating the same token occurred in different areas as different tokens. However, in reality the same token ...
British Council, 2021
This chapter reflects on the author's experience of making a transition in his teacher journey fr... more This chapter reflects on the author's experience of making a transition in his teacher journey from reluctance to competence to creativity with technology. In doing so, the author engages in critical selfreflection of his English language teaching (ELT) practices, using autoethnography as a primary research method. Thus, the main purpose of the study is to explore the pedagogical practices employed by the author with a narrative critically reflecting on the shifts in a teaching journey. This provides an account that other teachers, teacher educators and stakeholders may find relatable when envisioning a technology-rich pedagogy.
Journal of Transformative Praxis, 2022
This paper is an outcome of my MPhil dissertation, in which I was engaged in transformative resea... more This paper is an outcome of my MPhil dissertation, in which I was engaged in transformative research practice to critically look into the learning practices that I followed in my non/academic journey from my childhood education to my MPhil research period. The learning practices can be inevitable approaches to transformative learning but might not have been given a space in the educational context of Nepal. Keeping this in consideration, I, as a transformative teacher-researcher, attempt to reconceptualize learning practices in Nepal by breaking the beliefs taken for granted that learning takes place only within the classroom guided by teachers' pedagogical practices. In other words, I make an argument for the approaches to transformative learning apart from classroom pedagogy. In doing so, I reflect on my learning journey by responding to the guiding research question, 'How did I adopt transformative learning practices apart from classroom pedagogy from my childhood education to MPhil research?' For this, I engage in critical self-reflection on my learning practices using a multi-paradigmatic (interpretivism, criticalism, postmodernism) research approach and autoethnography as a research method to capture my autobiographical learning journey from childhood education to my MPhil degree. I conclude the paper by providing my transformative learning practices: learning beyond the classroom context, learning through critical reflection, learning through a disorienting dilemma, learning through writing about self and others, learning through perspectival meaningmaking and learning through envisioning by critically looking through the lens of knowledge constitutive interests and transformative theories. The theories help me in the process of analyzing, interpreting and making meaning of my experience.
Advances in Knowledge Discovery and Data Mining, 2005
Bayesian spam filters, in general, compute probability estimations for tokens either without cons... more Bayesian spam filters, in general, compute probability estimations for tokens either without considering the email areas of occurrences except the body or treating the same token occurred in different areas as different tokens. However, in reality the same token ...