Falling prey to the dominant culture? Demystifying symbolic violence against ethnic minority students in Nepal

Khanal, Peshal

doi:10.1080/14681366.2017.1280841

Cited by 12 publications

(21 citation statements)

References 18 publications

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“…These problems are arising due to the inequality in the education structure. Nepal's multicultural society is hierarchical and divided along the lines of caste, ethnicity, and language, and its school system is categorized into different groups (Khanal, 2017). Whatever, all the students are seeking their future through education.…”

Section: Educational Accessmentioning

confidence: 99%

Struggle in Formal Education by Domestic-Worker Students

Budhathoki¹

2020

Int. J. Res. Granthaalayah

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The various concept in education such as “Education for All (EFA)”, “Equity in Education”, “Inclusive Education” are the burning issues as well as implementation complexities in today’s education system in developing countries. Stepping on these issues, this article focuses on seeking equity in education in the Nepalese community schools. Education for all is an ongoing process in globally. Under the national and international education framework, Nepal is on the process of implementation of the School Sector Development Program (SSDP). But, equity in education is still far behind for some groups of students. Here, this study intends to focus on, one of the similar groups of students, who are living as domestic-worker and continuing their study at the school level. This study tries to throw light on the learning-struggle of a particular group of students in Nepali community schools. The study is based on the experiences of 7 domestic-worker students (DWS) and 3 teachers teaching them. The DWS faced numerous labor exploitation problems in the workplace and school premises.

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Section: Educational Accessmentioning

confidence: 99%

Struggle in Formal Education by Domestic-Worker Students

Budhathoki¹

2020

Int. J. Res. Granthaalayah

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“…Volume 4, 2019 related to the children. Language is a powerful tool for academic success and social mobility (Khanal, 2017). Depending upon the individuals' home and immediate school/ECDC and social environment, they may acquire two types of language codes to varying degrees-restricted and elaborated code (Bernstein, 1971 as cited in Khanal, 2017).…”

Section: / Interdisciplinary Research In Educationmentioning

confidence: 99%

Practice of Early Childhood Development Curriculum Preparation

Adhikari

2019

Interdisc. Res. Educ.

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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.

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“…The resultant effect could be observed in formal schooling trajectories of the children from diverse ethnolinguistic social groups. Khanal (2017) has explored how "the children from ethnic minorities are subjected to experience symbolic violence in schools" everyday interactions, practices and dispositions" (p. 1).…”

Section: Schools: Site Of Contestant Linguistic Spacementioning

confidence: 99%

Unravelling English Language Space Constituted in Model School Construction in Nepal

Devkota

2019

Educ. & Dev.

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School Sector Development Plan (SSDP, 2016-2023) has envisaged the establishment and operation of ‘model schools’ to demonstrate improved management and teaching-learning therein. One thousand secondary schools representing all provinces and districts are planned to be developed as model schools, and three hundred and five have already been selected for initiating the project in 2017/18. Model School Guideline has been developed in the framework of SSDP; and in accordance with that, the selected schools are provided with certain financial support for building infrastructure, improving classroom delivery and instructional activities, and bringing efficiency in school management. Based on the fieldwork in four sample schools of Nepal, this study has unraveled how these ‘model’ schools have understood, experienced and enacted with English language space (ELS) in the course of model school construction. The analysis of the field data especially derived from school observation, qualitative research interviews and Focus Group Discussions with teachers, School Management Committee members and students unpacks how English language, which is often defined as the key for students’ and parents’ choice of school, is equally associated with confusion and ambivalence in the construction of model schools in Nepal. The analysis shows that the confusion and ambivalence concentrate around three major constructs: ELS as instrumental to school sustainability, ELS as a conflicting zone, and ELS as the educultural reality in the current educational discourses.

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Falling prey to the dominant culture? Demystifying symbolic violence against ethnic minority students in Nepal

Cited by 12 publications

References 18 publications

Struggle in Formal Education by Domestic-Worker Students

Struggle in Formal Education by Domestic-Worker Students

Practice of Early Childhood Development Curriculum Preparation

Unravelling English Language Space Constituted in Model School Construction in Nepal

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