Peter Charles Taylor, Ph.D. (1993), Murdoch University, is Director of the International Transformative Education & Research Network. He has published edited books, book chapters and articles on transformative education, including Transformative Science Education (Encyclopedia of Science Education, Springer, 2015).Bal Chandra Luitel, Ph.D. (2009), Kathmandu University, leads the Transformative Education Research Group. He has published numerous articles, including "A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education" in the journal Learning: Research and Practice.

• PrefaceList of Figures and Tables1. Introduction: Research as Transformative Learning for Sustainable FuturesBal Chandra Luitel and Peter Charles TaylorPart 1: Teaching & Learning Transformative Research2. Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West SymbiosisBal Chandra Luitel3. Teaching and Learning Transformative Research: Complexity, Challenge and ChangePeter Charles Taylor and Milton Norman MedinaPart 2: Contemplating Transformative Research Methods4. Letter to Professor Auguste Comte: A Counter Narrative to PositivismSuresh Gautam5. An Integral Perspective on Research: Methodological and Theoretical Journey of a Teacher EducatorBinod Prasad Pant6. Transforming Saudi Educators’ Professional Practices: Critical Auto/Ethnography, an Islamic PerspectiveNaif Mastoor Alsulami7. Contemplating My Autoethnography: From Idiosyncracy to RetrospectionShashidhar BelbasePart 3: Transforming Culturally Situated Selves8. Excavating My Cultural Identity: Promoting Local Culture and Stability in a Post/Colonial EraAlberto Felisberto Cupane9. Cultural-Self Knowing: Transforming Self and OthersSadruddin Bahadur Qutoshi10. Where Do I Come from? What Am I? Where Am I Going? How the Grandson of a Mahayana Buddhism Priest Became a Science EducatorHisashi Otsuji11. Being Animated by a Transformative Soul: Ethical Responsibility in Mathematics EducationMangaratua M. Simanjorang12. Exorcising Satan from the Science Classroom: Ending the Hereditary Syndrome of Science Teaching in MalawiDoris Pilirani Mtemang’ombePart 4: Envisioning Transformative Pedagogies13. A Reflective Journey within Five Ways of Transformative Knowing: Indonesia, Islam, InternationalNeni Mariana14. Facilitating Culturally De/Contextualised Mathematics Education: An Arts-Based EthnodramaIndra Mani Shrestha15. Unshackling from Cultural Hegemony via Third Spacing Pedagogy: Learning to Think IndigenouslyIndra Mani Rai (Yamphu)16. Envisioning Creative Learning in Science Teacher Education: Currere, Emancipation and CreativitySiti Shamsiah SaniPart 5: Sustaining Transformative Pedagogies17. Returning Home: Key Challenges Facing a Transformative EducatorYuli Rahmawati18. Transcending Boundaries: Enacting a Transformative Philosophy of Professional PracticeNalini Chitanand19. Viewing Curriculum as Possibilities for Freedom: An Ndo’Nkodo of My Research PathEmilia Afonso NhaleviloIndex

"[T]he Introduction, on Research as Transformative Learning for Sustainable Futures supports the premise of the book that education for sustainable development is essential to help resolve our proliferating global crises, especially the worldwide decline in cultural diversity. Luitel and Taylor are professional educators and researchers in mathematics and science education. Hence their point that Western science and mathematics is too narrowly focused on the goal of economic development whilst turning a blind eye to the equally important sustainable development pillars of the natural environment and the culturally diverse social world [..] My main reason for reviewing this book [...] is to encourage you to engage with all of the contributors, in educational conversations that can include the sharing of explanations of educational influences in one’s own learning, in the learning of others and in the learning of the social formations that influence practice and understandings. I am thinking of explanations that include the use of values as explanatory principles in the explanations of educational influences in learning. The strength of the book is in introducing Living Theory researchers to Transformative Research, to ideas about Transforming Culturally Situated Selves, to Envisioning Transformative Pedagogies and to Sustaining Transformative Pedagogies."- Jack Whitehead, The University of Cumbria, UK, Educational Journal of Living Theories, Volume 12(1): 103-104

Peter Charles Taylor, Ph.D. (1993), Murdoch University, is Director of the International Transformative Education & Research Network. He has published edited books, book chapters and articles on transformative education, including Transformative Science Education (Encyclopedia of Science Education, Springer, 2015).Bal Chandra Luitel, Ph.D. (2009), Kathmandu University, leads the Transformative Education Research Group. He has published numerous articles, including "A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education" in the journal Learning: Research and Practice.

• PrefaceList of Figures and Tables1. Introduction: Research as Transformative Learning for Sustainable FuturesBal Chandra Luitel and Peter Charles TaylorPart 1: Teaching & Learning Transformative Research2. Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West SymbiosisBal Chandra Luitel3. Teaching and Learning Transformative Research: Complexity, Challenge and ChangePeter Charles Taylor and Milton Norman MedinaPart 2: Contemplating Transformative Research Methods4. Letter to Professor Auguste Comte: A Counter Narrative to PositivismSuresh Gautam5. An Integral Perspective on Research: Methodological and Theoretical Journey of a Teacher EducatorBinod Prasad Pant6. Transforming Saudi Educators’ Professional Practices: Critical Auto/Ethnography, an Islamic PerspectiveNaif Mastoor Alsulami7. Contemplating My Autoethnography: From Idiosyncracy to RetrospectionShashidhar BelbasePart 3: Transforming Culturally Situated Selves8. Excavating My Cultural Identity: Promoting Local Culture and Stability in a Post/Colonial EraAlberto Felisberto Cupane9. Cultural-Self Knowing: Transforming Self and OthersSadruddin Bahadur Qutoshi10. Where Do I Come from? What Am I? Where Am I Going? How the Grandson of a Mahayana Buddhism Priest Became a Science EducatorHisashi Otsuji11. Being Animated by a Transformative Soul: Ethical Responsibility in Mathematics EducationMangaratua M. Simanjorang12. Exorcising Satan from the Science Classroom: Ending the Hereditary Syndrome of Science Teaching in MalawiDoris Pilirani Mtemang’ombePart 4: Envisioning Transformative Pedagogies13. A Reflective Journey within Five Ways of Transformative Knowing: Indonesia, Islam, InternationalNeni Mariana14. Facilitating Culturally De/Contextualised Mathematics Education: An Arts-Based EthnodramaIndra Mani Shrestha15. Unshackling from Cultural Hegemony via Third Spacing Pedagogy: Learning to Think IndigenouslyIndra Mani Rai (Yamphu)16. Envisioning Creative Learning in Science Teacher Education: Currere, Emancipation and CreativitySiti Shamsiah SaniPart 5: Sustaining Transformative Pedagogies17. Returning Home: Key Challenges Facing a Transformative EducatorYuli Rahmawati18. Transcending Boundaries: Enacting a Transformative Philosophy of Professional PracticeNalini Chitanand19. Viewing Curriculum as Possibilities for Freedom: An Ndo’Nkodo of My Research PathEmilia Afonso NhaleviloIndex

"[T]he Introduction, on Research as Transformative Learning for Sustainable Futures supports the premise of the book that education for sustainable development is essential to help resolve our proliferating global crises, especially the worldwide decline in cultural diversity. Luitel and Taylor are professional educators and researchers in mathematics and science education. Hence their point that Western science and mathematics is too narrowly focused on the goal of economic development whilst turning a blind eye to the equally important sustainable development pillars of the natural environment and the culturally diverse social world [..] My main reason for reviewing this book [...] is to encourage you to engage with all of the contributors, in educational conversations that can include the sharing of explanations of educational influences in one’s own learning, in the learning of others and in the learning of the social formations that influence practice and understandings. I am thinking of explanations that include the use of values as explanatory principles in the explanations of educational influences in learning. The strength of the book is in introducing Living Theory researchers to Transformative Research, to ideas about Transforming Culturally Situated Selves, to Envisioning Transformative Pedagogies and to Sustaining Transformative Pedagogies."- Jack Whitehead, The University of Cumbria, UK, Educational Journal of Living Theories, Volume 12(1): 103-104

Peter Charles Taylor, Ph.D. (1993), Murdoch University, is Director of the International Transformative Education & Research Network. He has published edited books, book chapters and articles on transformative education, including Transformative Science Education (Encyclopedia of Science Education, Springer, 2015).Bal Chandra Luitel, Ph.D. (2009), Kathmandu University, leads the Transformative Education Research Group. He has published numerous articles, including "A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education" in the journal Learning: Research and Practice.

• PrefaceList of Figures and Tables1. Introduction: Research as Transformative Learning for Sustainable FuturesBal Chandra Luitel and Peter Charles TaylorPart 1: Teaching & Learning Transformative Research2. Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West SymbiosisBal Chandra Luitel3. Teaching and Learning Transformative Research: Complexity, Challenge and ChangePeter Charles Taylor and Milton Norman MedinaPart 2: Contemplating Transformative Research Methods4. Letter to Professor Auguste Comte: A Counter Narrative to PositivismSuresh Gautam5. An Integral Perspective on Research: Methodological and Theoretical Journey of a Teacher EducatorBinod Prasad Pant6. Transforming Saudi Educators’ Professional Practices: Critical Auto/Ethnography, an Islamic PerspectiveNaif Mastoor Alsulami7. Contemplating My Autoethnography: From Idiosyncracy to RetrospectionShashidhar BelbasePart 3: Transforming Culturally Situated Selves8. Excavating My Cultural Identity: Promoting Local Culture and Stability in a Post/Colonial EraAlberto Felisberto Cupane9. Cultural-Self Knowing: Transforming Self and OthersSadruddin Bahadur Qutoshi10. Where Do I Come from? What Am I? Where Am I Going? How the Grandson of a Mahayana Buddhism Priest Became a Science EducatorHisashi Otsuji11. Being Animated by a Transformative Soul: Ethical Responsibility in Mathematics EducationMangaratua M. Simanjorang12. Exorcising Satan from the Science Classroom: Ending the Hereditary Syndrome of Science Teaching in MalawiDoris Pilirani Mtemang’ombePart 4: Envisioning Transformative Pedagogies13. A Reflective Journey within Five Ways of Transformative Knowing: Indonesia, Islam, InternationalNeni Mariana14. Facilitating Culturally De/Contextualised Mathematics Education: An Arts-Based EthnodramaIndra Mani Shrestha15. Unshackling from Cultural Hegemony via Third Spacing Pedagogy: Learning to Think IndigenouslyIndra Mani Rai (Yamphu)16. Envisioning Creative Learning in Science Teacher Education: Currere, Emancipation and CreativitySiti Shamsiah SaniPart 5: Sustaining Transformative Pedagogies17. Returning Home: Key Challenges Facing a Transformative EducatorYuli Rahmawati18. Transcending Boundaries: Enacting a Transformative Philosophy of Professional PracticeNalini Chitanand19. Viewing Curriculum as Possibilities for Freedom: An Ndo’Nkodo of My Research PathEmilia Afonso NhaleviloIndex

"[T]he Introduction, on Research as Transformative Learning for Sustainable Futures supports the premise of the book that education for sustainable development is essential to help resolve our proliferating global crises, especially the worldwide decline in cultural diversity. Luitel and Taylor are professional educators and researchers in mathematics and science education. Hence their point that Western science and mathematics is too narrowly focused on the goal of economic development whilst turning a blind eye to the equally important sustainable development pillars of the natural environment and the culturally diverse social world [..] My main reason for reviewing this book [...] is to encourage you to engage with all of the contributors, in educational conversations that can include the sharing of explanations of educational influences in one’s own learning, in the learning of others and in the learning of the social formations that influence practice and understandings. I am thinking of explanations that include the use of values as explanatory principles in the explanations of educational influences in learning. The strength of the book is in introducing Living Theory researchers to Transformative Research, to ideas about Transforming Culturally Situated Selves, to Envisioning Transformative Pedagogies and to Sustaining Transformative Pedagogies."- Jack Whitehead, The University of Cumbria, UK, Educational Journal of Living Theories, Volume 12(1): 103-104