How Are ‘Included’ Excluded and Vice-Versa: Negotiated Participation of Women in School Governance in Nepal

Abstract

Women representation in public institutions has been a key policy shift in Nepal in the recent decade. Despite such policy intervention as affirmative action measures to encourage women participation in public institutions and likewise increased presence of women in politics and public institutions, women’s participation at local level school decision-making processes remains limited. Through a lens of representation and theory of participation and an examination of women’s experiences, this study critically examines the dynamics of inclusion and exclusion in the School Management Committee. Drawing on original ethnographic research in a secondary school in rural Kaski, Gandaki Province, Nepal, this study draws that predominant female gender images were reproduced in the initial stage of women participation which made them feel ‘othered’ and ‘excluded’; however, gradually, with the passage of time and learning, such images receded and they felt more ‘included’ and were thereby likely to demonstrate more substantive participation.

Women Participation in School Management Committee and Their Influence on Decision Making

“…Now this problem is reducing comparatively. Because of the participation of women in the SMC has advocate to constructing a new girl toilet, sanitary pads and a pad disposal system, girl-friendly education, girls club (Dhakal, 2021).…”

Menstrual Experiences of Totally Blind Menstruators in Kathmandu

“…The government has made legal provisions, policies and programmes to set a reservation for disabled people in the public services and provide allowances and other facilities. However, women's agency and voice regarding the utilisation of such provisions has been low (Dhakal, 2021). More so, poor knowledge of menstrual hygiene management (MHM) is a major issue that still remains inadequately addressed.…”