Envisioning Transition Towards Transformative Mathematics Education: A Nepali Educator's Autoethnographic Perspective.

Abstract

The proposed chapter begins with illustrating how we have termed the Nepali society, and the education system adopted by it, as transitional on the basis of an unstable political system, cultural fluidity, changing economic policies and practices and the growing import of new technologies. With more focus on narrative genre of representation, we shall explore and critique the existing classroom micropolitics in accordance with the notion that Nepal should embrace a critical mathematics education perspective that upholds cultural pluralism and a strong democratic ethos by adopting ethics of communication that promote: (a) respect for the individual learner as a meaning maker and stakeholder in the future of both local and global societies and (b) good social dynamics for negotiating the construction of meaning and promoting critical literacy. Drawing on socio-cultural and public educational perspectives, we shall explore some practical ways to promote the cultural contextualisation of mathematics that can contribute to the development of a sustainable mathematics education program for the primary and secondary schools in Nepal.