Decolonisation of school curriculum: Rehumanising education in Nepal
Decolonisation of school curriculum: Rehumanising education in Nepal
In Nepal, the current curricula reflect the values of strong authority and control, prioritisation of technical/rational knowledge, and a preference for modern, urban lifestyles (Carney & Rappleye, 2011; Castellsague & Carrasco, 2020). In this context, English language supremacy and western cultural biases are being imposed, while local linguistic and cultural epistemologies and ethnic languages are de-emphasized. This trend provokes scholarly attention to understanding how colonial legacies have penetrated the non-colonized country of Nepal’s education system and curricula. Drawing on in-depth examination of the two major National Curriculum Frameworks (NCF, 2007; NCF, 2019), this presentation reports on how decolonial perspectives (Fanon, 1952) on curriculum can contribute to rehumanizing education through the more just inclusion of local/indigenous communities. Copyright © 2021 CESHK.
Prem, Prasad Poudel
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Jackson, Liz
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Choi, Tae-Hee
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March 2021
Prem, Prasad Poudel
d649663b-d349-43ff-86f2-ecd5b3b3589a
Jackson, Liz
9752a333-6651-40ae-aed8-2dbcf37f4c42
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Prem, Prasad Poudel, Jackson, Liz and Choi, Tae-Hee
(2021)
Decolonisation of school curriculum: Rehumanising education in Nepal.
In Comparative Education Society of Hong Kong Annual Conference.
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Conference or Workshop Item
(Paper)
Abstract
In Nepal, the current curricula reflect the values of strong authority and control, prioritisation of technical/rational knowledge, and a preference for modern, urban lifestyles (Carney & Rappleye, 2011; Castellsague & Carrasco, 2020). In this context, English language supremacy and western cultural biases are being imposed, while local linguistic and cultural epistemologies and ethnic languages are de-emphasized. This trend provokes scholarly attention to understanding how colonial legacies have penetrated the non-colonized country of Nepal’s education system and curricula. Drawing on in-depth examination of the two major National Curriculum Frameworks (NCF, 2007; NCF, 2019), this presentation reports on how decolonial perspectives (Fanon, 1952) on curriculum can contribute to rehumanizing education through the more just inclusion of local/indigenous communities. Copyright © 2021 CESHK.
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Published date: March 2021
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Local EPrints ID: 470836
URI: http://eprints.soton.ac.uk/id/eprint/470836
PURE UUID: 95aff706-ed8d-4ad6-8b62-7c98795c1340
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Date deposited: 20 Oct 2022 16:37
Last modified: 21 Oct 2022 02:02
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Contributors
Author:
Prasad Poudel Prem
Author:
Liz Jackson
Author:
Tae-Hee Choi
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