This reflective paper explores Tara's doctoral research journey of realization and adaptation in auto/ethnography as a transformative research methodology. While reflecting on Tara’s journey, the auto/ethnographic paper emphasizes cultural perspectives, interpreting one's own experiences, thoughts, actions, and behaviors relating to society and culture. Likewise, auto/ethnography investigates and associates an individual's confrontation within specific educational, societal, and cultural contexts. With this ethos, the paper demonstrates how Tara, a mathematics teacher and doctoral student, encountered and observed auto/ethnography and discovered it as a path to transformation as a paradigm shift in transformative educational research by connecting lives and research (Dahal et al., 2022) considering the basis of ethics in auto/ethnography (Dahal & Luitel, 2022). Next, in this scenario of residing in cultural and societal context dealing with Tara’s emotions and settings of an education system, we have explored the journey of realization and adaption on how auto/ethnography blends analytic, evocative, and performative realms. Overall, we also realized that auto/ethnography guided us to delve through the past, present, and possible future experiences and unlatch Tara’s eyes to visualize a new era of research for upcoming generations in teaching and learning mathematics that reaches out to society and the nation whilst shifting to transformative educational research.


reflective, auto/ethnography, realization and adaptation, transformative research, research journey, mathematics teacher, transformative educational research

Author Bio(s)

Tara Paudel (https://orcid.org/0000-0003-1122-3974), Ph.D. Scholar in STEAM Education at Kathmandu University School of Education, Hattiban, Nepal, serving as an Associate Professor at Mahendra Ratna Campus, Tahachal, Tribhuvan University, Nepal. Her research interests include qualitative research, transformative educational research, mathematics education, and STEAM education. She has also been continuously participating and presenting his research and practices in the national and international conferences, workshops, and seminars. Ms. Paudel has been teaching graduate and undergraduate students for more than two decades. She has also published articles in various national and international journals. She may be contacted at tara@kusoed.edu.np.

Bal Chandra Luitel, PhD (https://orcid.org/0000-0002-5483-2385), has been working with a number of Nepali STEAM teachers and teacher educators to engage with a host of transformative research methods together with new analytics arising from dialectical, metaphorical, poetic, and narrative thinking and representation as a means for conceiving, expressing, and implementing visions of inclusive and life-affirming STEAM education in Nepal. Currently, he coordinates a transformative education project called Rupantaran that aims at engaging master’s and doctoral students to bring forth intimate narratives unfolded during the process of their immersion in a school transformation process of public schools in Nepal. Prof. Luitel may be contacted at bcluitel@kusoed.edu.np.

Niroj Dahal (https://orcid.org/0000-0001-7646-1186), Ph.D. Scholar in STEAM Education, works at Kathmandu University School of Education under the department of STEAM Education as a lecturer. His research interests include ICT in education, qualitative research, transformative research, mathematics education, open, distance, & e-learning, STEAM education, research and development, and ICT & e-Research. Mr. Dahal has been teaching graduate and undergraduate students for over a decade. He has also been continuously participating and presenting his research and practices in more than a dozen plus national and international conferences, workshops, and seminars. He has published editorials, articles, book reviews, and book chapters in various national and international journals and publication presses in the field of mathematics education and STEAM education. He may be contacted by e-mail at niroj@kusoed.edu.np.


We want to thank everyone who helped us edit and improve our article. We're grateful to the reviewer and editors of the TQR for their suggestions, comments, and directions that helped make this article publishable. Likewise, we are really grateful to Maria Papantoniou-Frangoul, senior editor, for offering the important issues during the editing process of the paper. Also, we owe a lot to the Kathmandu University School of Education, Nepal, for giving us a research-based environment and continued support.

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