Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/125016
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dc.contributor.authorHata, Anna-
dc.date.accessioned2024-07-30T06:35:45Z-
dc.date.available2024-07-30T06:35:45Z-
dc.date.issued2024-
dc.identifier.citationHata, A. (2024). Intersectionality of critical consciousness in education : a case study in Nepal. Postcolonial Directions in Education, 13(1), 214-255.en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/125016-
dc.description.abstractInclusive 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.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Malta. Faculty of Educationen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectInclusive education -- Nepalen_GB
dc.subjectIntersectionality (Sociology) -- Nepalen_GB
dc.subjectDiscrimination in higher education -- Nepalen_GB
dc.subjectMinorities -- Education (Higher) -- Nepalen_GB
dc.subjectSex discrimination against women -- Nepalen_GB
dc.titleIntersectionality of critical consciousness in education : a case study in Nepalen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
dc.publication.titlePostcolonial Directions in Educationen_GB
Appears in Collections:PDE, Volume 13, No. 1

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