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Canterbury Christ Church University's Repository of Research Outputs Http Canterbury Christ Church University’s repository of research outputs http://create.canterbury.ac.uk Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. Poudel, L. (2007) Power, knowledge and pedagogy: an analysis of the educational exclusion of Dalits in Nepal. Ph.D. thesis, University of Kent. Contact: [email protected] Power, Knowledge and Pedagogy: An Analysis of the Educational Exclusion of Dalits in Nepal By Lekha Nath Poudel anterbury hrist hurch University A thesis submitted to the University of Kent at anterbury for the Degree of Doctor of Philosophy November 2007 Abstract Power, Knowledge and Pedagogy: An Analysis of the Educational Exclusion of Dalits in Nepal This thesis examines the educational exclusion of Dalits in Nepal. It analyses the extent to which the hierarchical caste system and educational policies and practices create exclusionary pressures upon Dalits. This analysis is based on the data obtained from literature and documents, autobiographical exploration and the ethnographic fieldwork conducted at Basipur village and auripur School in a Tarai District of Nepal. This thesis is an attempt to listen to Dalit voices and experiences about educational exclusion as a part of the process of including the excluded. This representation of Dalit agency is richly contextualised within the changing political, cultural and socio- economic context of Nepal. The thesis seeks to challenge and contest the pathological stereotypes of Dalits. It contributes to the literature concerned with understanding culturally specific issues of educational inclusion and exclusion in Nepal. This thesis analyses how schooling in Nepal has reproduced structural inequality and discrimination. Such exclusionary practices have been exacerbated by ambivalent policy texts. Indeed, the increased support for private schooling has maintained Dalits$ exclusion from education and society. On the other hand, public schooling has also played a significant role in challenging the hierarchical caste structure and discriminatory discourses within society. Through developing a &schooled identity$, Dalit children build relationships with non-Dalit children. Such relationships have the potential to challenge and contest discriminatory ideologies for both Dalit and non-Dalit children. This thesis suggests that developing inclusion involves a process of understanding and changing exclusionary and discriminatory power relations. This process of change involves a continuous political and social struggle. Acknowledgements I am grateful for the studentship from Canterbury Christ Church (niversity, (nited )ingdom, which has enabled me to study for the PhD. I thank the Ministry of ,ducation, overnment of Nepal for approving my study leave to carry out this study. I express heartfelt gratitude to my supervisors Dr. uy Roberts-.olmes and Professor Tony Booth for their encouragement, guidance and support to me during the whole period of this study. Both of my supervisors supported me more than I could expect. I am equally grateful to Professor Adrian .olliday, chairperson of my supervisory panel as well as .ead of the raduate School, for his guidance during this study. My thanks go to all the research participants, including the community members, teachers and students from Basipur village and auripur School. The members of Dalit Sewa Sangh Siraha and Nepal Rishikul Sadaya )alyan Sama0 Siraha supported my field research. The District ,ducation Officer and other personnel from the District ,ducation Office Siraha provided necessary documents and information to this research. A number of people working with Non-governmental and overnment Organisations in )athmandu provided necessary information, documents and literature to this research. I am grateful to all of them. I would like to thank Mr. Padam 1al Bishwakarma for his support to this research. Similarly, I am thankful to Mr. Bhagawat Bishwasi, Mr. .ari Bahadur andhari, Mr. Man Bahadur B) and Ms. )ala Swarnakar for providing some literatures and information. I am grateful to Mr. Ra0an Ri0al for his help in locating the research site. I am equally thankful to Mr. Phuleshwor Mahato for his cooperation during the whole period of my field research at Siraha. I am indebted to Dr. )edar Prasad Poudel, who not only helped to improve my writing but also supported me by giving comments on my drafts and encouraged me to complete this thesis. I express heartfelt thank to Dr. Mahesh Para0uli for his support and comments on my draft chapters 2 and 3. I am equally indebted to Professor Bidyanath )oirala for his support and comments on my draft chapters 7 and 2. I would like to thank Mr. Bharat Simkhada for his support in searching for an appropriate (niversity for this study. My acknowledgements go to Dr. 1ava Dev Awasthi, Mr. Soviet Ram Bista and Mr. .ari 1amsal for their cooperation and providing necessary information and documents from Ministry of ,ducation and Department of ,ducation. Similarly, I acknowledge Mr. 1axmisharan himire and Mr. Sailendra Sigdel for providing relevant documents. I thank Ms. Shabnam .olliday for her help on editing and proofreading of my thesis. I express my sincere gratitude to Professor Madan Man Shrestha and Professor .ira Bahadur Mahar0an for their constant encouragement for this research. I thank Mr. (ma Nath Panday and Mr. N. B. )hatakho for their support during this study by contributing for the continued publication of our school mathematics books, during my absence. Mrs. Sabitri Poudel encouraged me constantly to complete this study. Mrs. ita Ri0al supported me on collecting materials. Mr. Nishant Bartuala supported me in collecting documents and literature, and in overseeing our house in )athmandu. I am thankful to all of them. I thank Mr. Roshan Pathak and Mr. Ashesh Dhungana for creating conducive environment at our shared house in 1ondon when I was writing my thesis. My thanks go to my PhD colleagues Ms. Pulane Motswapong and Mr. 5uping Duan at Canterbury Christ Church (niversity for their constant dialogue and sharing of experiences during this research. I express my deep appreciation towards my wife Bhawani for her continuous support, encouragement and for overseeing my family and social responsibilities during this research. I appreciate the patience of my son Ankit, as I also took some considerable time to the research that is supposed to be given to him. I realised the difficulty he faced in frequent changes of his school during this study. I express deep appreciation towards him for his ad0ustment, and I am proud that he continues to do well at school. ontents Abstract6666666666666666666666...................... ii Acknowledgements666666666666666666............6.... iii 1ist of 7igures and Tables .....................................................................66... viii Abbreviations66666666666666666666........6......... ix 8ords from Nepali and Sanskrit 1anguage....................................66........... xi A Map of Nepal with the Administrative Districts Division6666666. xiii Chapter 1: Introduction 1-11 1.1 Background to the Research6666666666666666.6... 1 1.2 Research ;uestions.................66666666666666............. 3 1.3 Methodologies, Methods and Research Process66666666.......... 4 1.4 Rationale for the Study 666666666666666666....... 5 1.5 Structure of the Thesis 666666666666666666........ 3 Chapter : Conceptual and Theoretical Discussion 1 -3 2.1 Introduction666666666666666666666666.. 12 2.2 Concept of Power and )nowledge in ,ducation 666666666.... 13 2.3 Various Interpretations of School Practice66666..666............. 20 2.4 Conceptualising Inclusive ,ducation6666666666666...... 22 2.5 Summary...................................................................................................... 31 Chapter 3: Exploring Methodology 33-70 3.1 Introduction.................................................................................................. 33 3.2 1ocating the Methodological Discourses 6666666....................... 34 3.3 Selecting Methods and Approaches6666666666666.6... 35 3.4 Research Design6666666666666666666666.. 42 3.5 Collecting, Managing and Analysing the Data6....................................... 51 3.6 ,thical Considerations and Dilemmas 666666.666666....... 65 3.7 Summary... ... 66666666666666.666666............. 63 Chapter 4: Self and the Research: An Autobiographical Exploration 71-17 4.1 Introduction 666666666............................................................. 71 4.2 Some Confusing ,xperiences of Childhood. 6666666666...... 71 4.3 The Terai Village: ;uestioning .ierarchies and Differences. ................... 74 4.4 Struggles for ,ducation666666666666666666....... 76 4.5 8orking at the Ministry of ,ducation: (nderstanding Diversity ............... 20 4.6 Continuing the .igher ,ducation6666666666. 66666.. 23 4.7 Selection of the Research Topic 66666666666......6.66.. 24 4.2 Summary. 6666666666666666666666666 25 Chapter 5:
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