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Education In Nepal From Dalit S Perspective

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Education In Nepal From Dalit S Perspective

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Author : Shree Prasad Devkota
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2013

Education In Nepal From Dalit S Perspective written by Shree Prasad Devkota and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.

Social exclusion is directly interlinked with caste discrimination and untouchability which has resulted in the educational exclusion. Thus without elimination of all forms of caste based discrimination in the societies, it is not possible to apply and achieve the inclusive education in Nepal. There is functional relationship among society, education and social transformation. Progressive function of education focuses on the transformation of society from its status quo through abolishing mal-cultures and malpractices. As Nepal is in the transitional phase of state restructuring and transformation, it is high time to think seriously on the educational issues of Dalit communities by addressing them through categorizing their issues into two broad perspectives i.e. practical and strategic issues.

The Impact Of Education In South Asia

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Author : Helen E. Ullrich
language : en
Publisher: Springer
Release Date : 2018-09-24

The Impact Of Education In South Asia written by Helen E. Ullrich and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-09-24 with Social Science categories.

This edited volume focuses on the impact of education among different social groups in different geographical areas of South Asia. The chapters illustrate the effects of formal education on castes ranging from Dalits to Brahmins, Buddhists, and Christians, even as they consider a range of topics such as the relevance of practical knowledge prior to formal teaching, the personal educational experiences of young women, missionary education, curriculum, and the challenges and benefits of Information Technology. The geographical areas range from Sri Lanka and Nepal to various Indian states, including Karnataka, Tamilnadu, Maharastra, Odisha, and Rajasthan.

Anthropological Perspectives On Education In Nepal

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Author : Karen Valentin
language : en
Publisher: Oxford University Press
Release Date : 2023-01-30

Anthropological Perspectives On Education In Nepal written by Karen Valentin and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-01-30 with categories.

This volume illuminates educational transformations and avenues of learning in the context of wider social and political changes in Nepal.

Reproduction Of Inequality And Social Exclusion

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Author : Uddhab Pyakurel
language : en
Publisher: Springer Nature
Release Date : 2021-01-05

Reproduction Of Inequality And Social Exclusion written by Uddhab Pyakurel and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-01-05 with Social Science categories.

This book is a detailed account of how hierarchy has been maintained historically by the Nepali state, affirming the uniqueness of a caste-based social order by bringing outsiders, especially ethnic groups and religious minorities, into the caste fold. Focusing on the contemporary state of Dalits, the community that was and is put at the bottom of a very hierarchical social order in Nepal, the author argues that the traditional caste-based social order is still prevalent in the “new” Nepal even after the recent socio-political and constitutional changes. Illustrated by scientifically employed and interpreted data mainly in the three sectors of education, politics and employment, the book postulates that people who were and are born into the “high caste” still have more access to the resources and opportunities available in society in comparison with those born into the “lower” caste. It further argues that although reservation policies are in place to address social exclusion, these could not bring expected outcomes mainly due to the lack of engagement, if not ignorance, of both dominant groups and the community in the margin. The absence of clarity among political actors on the positive discrimination and affirmative actions has contributed to backtracking the recently created space in line with “inclusive Nepal”.

Educational Participation Of Girls In Nepal

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Author : G. Timsina
language : en
Publisher:
Release Date : 2011

Educational Participation Of Girls In Nepal written by G. Timsina and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.

In this thesis I explore the extent to which women and girls are disadvantaged within the Nepalese education system. I attempt to investigate the barriers to, and opportunities for, participation by women and girls in the formal education system, including those who are doubly discriminated against because of gender and caste. I attempt to explore the issues in three ways: through an examination of my own experience growing up in Nepal as a member of a Brahmin family, and employed within the Ministry of Education in Nepal; through an exploration of the relevant literature within and outside Nepal; and through an ethnographic case-study of a village community. I spent about four months as a participant observer in the village engaging in unstructured in-depth interviews, as well as recording conversations and reflections in a research diary. Although the village is situated only 15 kilometers from Kathmandu, it exhibited a pattern of life that has changed very slowly in the fifty-two years since the end of the 50s. I report the extent of changes in the experiences of women and girls in the village, through their own reflections on their social position and the value of education to them, and their involvement and attendance at public, including religious, occasions. I report, too, on both the changing attitudes of men and their resistance to them. I pay particular attention to the present position of girls, through a detailed account of a public secondary school, situated at the centre of the village. I report on my observations in the classroom, conducted interviews with the girls, inside and outside school, and read their diaries in which they wrote down reflections about their experiences in school and at home. I selected, as key informants, a group of Dalit and Non-Dalit girls and boys, who were studying in Bhagawati School, as well as a group of girls who had stopped attending school. The activities of these key informants were observed in their schools, and outside as well. Interviews were also conducted with their parents, teachers and members of the different communities in the village. These opinions were supplemented with views about the education of girls, in general, and Dalit girls, in particular, and from discussions with Dalit activists and NGO workers. I consider how the value of education for girls is revealed, and affected, by competition from private schools, where boys predominate. I build a picture of the differences in educational participation of Dalits and non-Dalits, males and females and Dalit and non-Dalit girls. I also examine the role of NGOs in the village, and the extent to which they influence participation of women in education. I incorporate concepts of inclusion and exclusion into Bourdieu's theory of cultural reproduction, as grounds for understanding how discrimination towards girls and Dalits is perpetuated in education. I also borrow the concept of cultural production theory, in order to examine how the schooled children resist traditional beliefs and prejudiced attitudes, about gender and caste, where the school offers a forum for the creation of a new counter-culture. I also draw on a Freirean approach to analyse how to increase the self-awareness of the excluded about their own exclusion. I provide an analysis of the case-study material, and a consideration of what these add to the literature and my own autobiographical reflections. I follow this with a critical analysis of how girls, and disadvantaged children, have experienced change in their educational participation, as a result of the efforts made by the government to implement its educational policies. I conclude that discrimination against girls in education persists, despite some changes, and is exacerbated by the interaction between gender, caste and poverty. The patriarchal value system and prejudices towards girls' education, are still creating major barriers to girls' opportunities for education, with low caste disproportionately increasing discrimination towards girls, compared to boys. The growth of private education is an added force for discrimination, with boys far more likely than girls to be supported by their families at private schools. I suggest that ways of combating discrimination need to be reviewed, within the relatively new context of a Nepalese democratic republic. This will require a redirection of policy-making and administration, from personal careers and patronage, towards a determined effort to put into practice the ideals of the Education for All programme in Nepal, without regard to gender, caste or ethnic background.

Educational Exclusion Of Dalits In Nepal

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Author : Lekha Nath Poudel
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2011-01

Educational Exclusion Of Dalits In Nepal written by Lekha Nath Poudel and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-01 with categories.

This book is concentrated on the issue of exclusion of Dalits from education in Nepal. It examines the educational exclusion of Dalits in Nepal by analysing power, knowledge and pedagogy. It analyses the extent to which the hierarchical caste system and educational policies and practices create exclusionary pressures upon Dalits. This is an attempt to listen to Dalit voices and experiences about educational exclusion by contextualising and representing Dalit agency within the changing political, cultural and socio-economic context of Nepal. The analysis challenges and contests the pathological stereotypes of Dalits and contributes to the literature concerned with understanding culturally specific issues of educational inclusion and exclusion. It suggests that developing inclusion involves a process of understanding and changing exclusionary and discriminatory power relations in which the process of change involves a continuous political and social struggle.