This study aims to examine the connection of culturally relevant science pedagogy to school science teaching in Nepali context. A library research and meta-analysis approach was employed to gather relevant books, articles, reports, and theories on Culturally Relevant Science Teaching (CRST) to explore its connection to sociocultural knowledge in…

This paper takes as its central concern the concept of wilding education policy and explores implications for systemic change in education. It starts from shared premises with wild pedagogies, namely, that current human operations are unsustainable and require deep transformation, and that education is (or should be) a partner in this…