Decolonisation of school curriculum: Rehumanising education in Nepal

Prem Prasad POUDEL, Liz JACKSON, Tae Hee CHOI

Research output: Contribution to conferencePapers


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.
Original languageEnglish
Publication statusPublished - Mar 2021


Poudel, P. P., Jackson, L., & Choi, T.-H. (2021, March). Decolonisation of school curriculum: Rehumanising education in Nepal [Zoom]. Paper presented at the 2021 annual conference of the Comparative Education Society of Hong Kong (CESHK 2021): Geopolitics of Knowledge and Education Policy, Hong Kong, China.


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