Small Change is Beautiful: Exploring Possibilities of Eco-san on School Garden for Transformative Pedagogy

Abstract

This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a pleasant experience that has a positive impact on students’ meaningful engagement, social connections, and developing confidence. The main finding for the research question came from qualitative data collected from students, parents, and teachers through in-depth interviews, focus group discussions, participant observations and informal conversations. This was supported by analyses of qualitative data on students’ learning, collaborative inquiry, teachers' and parents' engagement and perceptions on the use of human urine as fertilizer from eco-san, and school gardening activities. Results showed that the gardening program attributes valued most highly by the parents and teachers included increased students' meaningful engagement, opportunities for experiential and integrated learning through dialogue conferences, collaborative inquiry, and building social skills like cooperation, sharing and argumentation. Future research should explore whether effects persist over time and if and how changes in students’ positive attitude affect learning through school gardening activities applying human. Suggestions for applying results to future studies are provided.

Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal

“…Linking this finding, community school teachers' activities depend on the ability to identify learning competencies and creating opportunities during the preparation stage of teaching (Acharya, 2018). Likewise, application of project work for the high school students, the engagement is ineffective if the class size is large so that teachers cannot handle at a time by his/her single effort (Acharya, Devkota, & Dhakal, 2020;Collin, & Tynjälä, 2003). Similarly, project-based learning helps to improve student learning and achievement (Cheung, Chow, & Chiu, 2016).…”

Pre-Implementation Perceptions Among Teachers on the Use of Ecological Sanitation and Application of Human Urine as Fertilizer

“…Potential acceptance here meant the willingness to incorporate the Eco-san and the application of human urine in school gardens. Similarly, perceptions in this study refer to one's positive or negative judgment (Acharya, Devkota, & Dhakal, 2020) with regards to the use of the Eco-san toilet and the application of human urine as fertilizer. This was measured using an indirect interpretive technique which focused on understanding how participants stated they felt, and what other people said about it.…”

Rights and Safeguarding of Children: A Qualitative Investigation in Arghakhanchi

“…Acharya et al, (2022) show the importance of activity-based learning in the school garden to motivate students in Nepal. In the same way, safeguarding children is a way of making them happy (Acharya et al, 2020).…”