Miscellaneous

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    Lord Krishna as A Deconstructionist Teacher in the Bhagavadgita
    (Nepal Sanskrit University, 2021-08) Kamali, Hari Chandra
    The Bhagavadgita, simply known as the Gita, is a widely-read text among the seekers of truth. When I first went through it, I realized its profoundness that no knowledge discovered until now can go beyond it. As a teacher educator, in my subsequent readings I paid attention to how Lord Krishna has taught Arjuna in the Gita. After some readings I had a hypothesis that Lord Krishna is a deconstructionist teacher in the pedagogy of the Gita. This laid a foundation for this project. As this study came to a conclusion, the report has been organized into five chapters. Chapter 1 consists of the fundamental concepts to set background to this study. So it introduces the Gita; presents Lord Krishna as a teacher; links deconstruction to pedagogy and then to religion and presents other fundamental concepts required to the research processes. Chapter 2 contains commentaries on the Gita and reviews of the studies on the Gita; it has established the research gap that there is no study to establish the relation between deconstruction and the pedagogy in the Gita. Chapter 3 contains the theoretical review of the study, identification of theoretical data, process of deconstructive reading and its relation to religion and scriptures, and identification of the constructs of deconstruction—binary oppositions and differance—in the pedagogy of the Gita. Chapter 4 justifies Lord Krishna as a deconstructionist teacher in the pedagogy of the Gita and relates it to postmethod pedagogy in terms of teacher roles and teacher identities from the perspective of deconstruction. Furthermore, chapter 5 presents the conclusion of the study that the pedagogy in the Gita contains the constructs of deconstruction, and that Lord Krishna is a deconstructionist teacher. The ending section of this chapter reviews the postmethod pedagogy on the ground of deconstruction and recommends ‘deconstructionist’ as the role of a teacher in postmethod pedagogy in order to develop it into deconstructive pedagogy and make it more effective in context.
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    Media Literacy among Head Teachers: A Case of Community Schools in Kathmandu Valley
    (School of Education Degree of Masters of Philosophy in Education (Educational Leadership), 2022-06) Dhital, Govinda
    Media literacy in education seeks productivity in academic institutions that goes with the personal well-being of the headteacher, teachers, and other staff members. A thorough study was needed to measure the level of media literacy among the headteachers of community schools of Nepal and examine the relationship between their communication behavior and the media literacy they were aware of. In this regard, the major research question of the study was concerned to identifying (1) the level of media literacy of headteachers, (2) difference in media literacy across the headteachers' personal characteristics and school-related variables, and (3) media literacy of headteachers' contribution to their communication behaviour to the teachers and staff members. In this study, the demographic variables (gender, ethnicity, age, marital status, academic qualification, teaching experience, and training) were considered to achieve the expected outcomes. The population of this study was all 295-secondary level headteachers of community schools of Kathmandu valley. The sample size was identified by using a formula, and the questionnaires were distributed randomly to the sample of 100 head teachers from Kathmandu, 46 from Lalitpur, and 24 from Bhaktapur Districts. Before the distribution of the questionnaire, it was piloted. The collected data were analyzed by inferential statistics. Reliability, validity, and ethics were considered in each stage of research. The findings of this study revealed that headteachers were not aware enough of the influence of Media on their job in general. There was a positive relationship between media literacy and communication behavior among them. Likewise, female head teachers felt themselves being recognized, and they had a good relationship with colleagues. Similarly, the more the age of headteachers was, the more they were not literate about media. It also came with findings that higher the qualification of head teachers, they were more literate with media. Similarly, trained head teachers were more communicative with the subordinates and students. Thus, headteachers’ communication behavior was more influenced by media literacy. The study suggests the headteachers to constructively engage in building their schools. They can develop a social network that can be an avenue to get recognition, which in turn, can communicate properly with schools’ stakeholders including teachers, guardians, and students to learn from each other. The network interplays with autonomy in their decision-making process and supports the headteachers to carry out all job-related programs. Therefore, the study suggests that the stakeholders of the school can think over knowledge development and autonomy along with the media literacy of headteachers to explore any issue openly, engage them meaningfully, and to communicate effectively for quality improvement of community schools.