Session Information
SES F 02, Paper Session
Paper Session
Contribution
One of the most educationally deprived community group in Nepal is the Dalit Community. According to the census 2001, the overall literacy rate of the country is 54.1% whereas the Dalits' literacy rate is only 35%. Furthermore, the overall literacy rate of women in the country is 37.2% whereas the Dalit women's rate is only 7.2%( Bishwakarma et al. 2009,9 ). This latest figure shows the very critical educational exclusion of Dalit girls in Nepal. Dalit girls are facing triple oppression in the society as being a Dalit, a girl and Dalit girl respectively. The main causes behind this are predominantly the illiterate people and low level of educational achievement in the society. Furthermore, the existing caste based discrimination and gender disparity in the society are lagging behind the Dalits' overall situation in the society.
All human being should be born free and equal in dignity and rights ( Article 1 of the Universal declaration of Human Rights, 1948 ), but in the context of Nepal, one of the most terrible social problem is caste based discrimination which have been deeply rooted in the Nepalese society in a religious form. This means that people from different castes should not share the same spatial spaces. As previous studies have revealed that Dalit girls are facing more barriers to get enrollment, retention and learning achievements, which are directly or indirectly associated with the caste based discrimination practices.
The general objectives of this study is to examine some of the trends in educational, social and psychological practices towards Dalit girls in Nepal. Furthermore, It will examine the relationship between social and gender inequalities which has been deeply rooted in Nepalese society.
I have formulated some research questions with this research work.
1. What are the educational barriers for Dalit girls in Schooling in Nepal?
2. What are the relationship between educational inequality and caste based discrimination ?
3. What are the gendered educational pattern in Nepal?
4. How does Inclusive Educational Policy secure the rights of Dalit girls in Schooling?
As this research has an empowering interest, its main theoretical approach is constructed from the gender theories ( e.g. Fraser 2001 ) and feminist sociology ( e.g. Pateman 1988 ), as well as from critical approaches of the social theory ( e.g. Bourdieu and Passeron 1977; Allman 1999 ; Sennett 2003 )
Method
Expected Outcomes
References
Allman, P. (1999) Revolutionary Social Transformation: Democratic Hopes, Political Possibilities and Critical Education. Westport, CT: Bergin & Garvey. Antikainen A, Harinen, P. & Torres, C. (2006) In from the Margins. Adult Education, Work and Civil Society. Rotterdam: SensePublishers. Bishwakarma, G. (2009) The high school educational status of Dalit in Nepal: From exclusion to success story. An unpublished Master’s Thesis. Finland: University of Joensuu Bourdieu, P. & Passeron, J-C. (1977) Reproduction in Education, Society and Culture. London: Sage. Fraser, N. (2001) From Redistribution to Recognition? In S. Seidman & J. Alexander (eds.) The New Social Theory Reader. Contemporary Debates. London: Routledge. Jha, H. B. (2006) Women in Nepal’s Education system. (www.telegraphnepal.com/news_det.php?news_id=146, retrieved on 7th of May, 2009). Koirala, B.N. (1996) Schooling and Dalit in Nepal: A case study of Bungkot Dalit Community. An unpublished PhD Dissertation. Canada: University of Alberta. Pateman, C. (1988) The Sexual Contract. Cambridge: Polity Press. Poudel, L.N. (2007) Power, Knowledge and Pedagogy: An Analysis of the Educational Exclusion of Dalit in Nepal. An unpublished PhD thesis. UK: Canterbury Christ Church University.
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