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.
|Publication status||Published - Mar 2021|
|Event||Comparative Education Society of Hong Kong Annual Conference 2021: Geopolitics of Knowledge and Education Policy - , Hong Kong|
Duration: 12 Mar 2021 → 13 Mar 2021
|Conference||Comparative Education Society of Hong Kong Annual Conference 2021: Geopolitics of Knowledge and Education Policy|
|Abbreviated title||CESHK 2021|
|Period||12/03/21 → 13/03/21|