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Title: | Intersectionality of critical consciousness in education : a case study in Nepal |
Authors: | Hata, Anna |
Keywords: | Inclusive education -- Nepal Intersectionality (Sociology) -- Nepal Discrimination in higher education -- Nepal Minorities -- Education (Higher) -- Nepal Sex discrimination against women -- Nepal |
Issue Date: | 2024 |
Publisher: | University of Malta. Faculty of Education |
Citation: | Hata, A. (2024). Intersectionality of critical consciousness in education : a case study in Nepal. Postcolonial Directions in Education, 13(1), 214-255. |
Abstract: | Inclusive education (IE) is a key international framework to ensure quality education for all. Recent studies in the Global South have critiqued a universalist perspective, particularly the assumed homogeneity of how IE should look across different contexts, drawing comparisons between ‘the North’ and ‘the South’ (Le Fanu, 2014; Singal, 2019). However, investigation into local political economy, specifically the unequal distribution of power and historical discrimination based on social identities, is lacking, which can make certain groups of students undervalued in the state’s efforts towards inclusion. This paper’s discussion examines what students’ experiences reveal about the complexity of their struggle in education, focusing on the intersections of gender, caste, and class. This article expands on existing knowledge (Madsen & Mählck, 2018), by offering nuanced perspectives on decolonizing education. It explores how intersecting hierarchies impact marginalised groups and highlights the varied meanings of decolonising discourse for different people. This paper’s discussion contributes to reimagining education by centring on the experiences of participants who are vulnerable to discrimination and misrepresentation. More specifically, this paper discusses the findings of a case study in post-conflict Nepal, in which high-caste male groups have monopolised political and social spheres, resulting in a decade-long conflict. The study’s methodology drew on intersectionality (Crenshaw, 1991) and involved a Ph.D. student and younger students to examine generational factors. Participatory methods included life stories to grant epistemic justice to marginalised voices and foster participants’ representation. The findings show critical perception is intersectional and differs partly due to the symbolic violence in school. Implications that are informed by the findings of this study include the role of higher education to develop a decolonising curriculum for both universities and school-level education. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/125016 |
Appears in Collections: | PDE, Volume 13, No. 1 |
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