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|