Decolonisation of Curriculum: The Case of Language Education Policy in Nepal

Autor/inn/en	Poudel, Prem Prasad; Jackson, Liz; Choi, Tae-Hee
Titel	Decolonisation of Curriculum: The Case of Language Education Policy in Nepal
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 13 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Poudel, Prem Prasad) ORCID (Jackson, Liz) ORCID (Choi, Tae-Hee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Foreign Countries; Educational Policy; Second Language Instruction; English (Second Language); Native Language; Indo European Languages; Indigenous Populations; Ethnic Groups; Language Maintenance; Land Settlement; Social Justice; Language Usage; Language of Instruction; Educational Legislation; Educational History; Government Role; Nepal + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Sinti und Roma; Ethnie; Sprachpflege; Siedlungsraum; Soziale Gerechtigkeit; Sprachgebrauch; Teaching language; Unterrichtssprache; Bildungsrecht; Schulgesetz; History of education; Bildungsgeschichte
Abstract	While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal's legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01