(De)Valuing Higher Education: Educated Youth, Generational Differences and a Changing Educational Landscape in Kathmandu, Nepal

Autor/in	Kölbel, Andrea
Titel	(De)Valuing Higher Education: Educated Youth, Generational Differences and a Changing Educational Landscape in Kathmandu, Nepal
Quelle	In: Comparative Education, 49 (2013) 3, S.331-343 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2013.803751
Schlagwörter	Foreign Countries; Higher Education; Educational Opportunities; College Students; Futures (of Society); Student Attitudes; Parent Aspiration; Academic Aspiration; Interdisciplinary Approach; Educational Attainment; Educational Attitudes; Parent Attitudes; Interviews; Social Class; Social Discrimination; Campuses; Student Motivation; Access to Education; Nepal + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsangebot; Bildungschance; Collegestudent; Future; Society; Zukunft; Schülerverhalten; Elternwille; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsabschluss; Bildungsgut; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Elternverhalten; Interviewing; Interviewtechnik; Social classes; Soziale Klasse; Soziale Benachteiligung; Soziale Schließung; Schulische Motivation; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Within a single generation Nepal has seen a tremendous increase in higher education opportunities. This rapid growth has encouraged the participation of many young people from social groups previously unrepresented at university. A more questionable consequence however has been the growing divergence and complexity of the educational landscape which is particularly noticeable within the capital city. Focusing on the urban space, this paper discusses the spatial and motivational implications of these somewhat contradictory developments for the young generation of public university students and their future orientations. In particular, I argue that the young generation is in an ambiguous position--negotiating parental expectations of high educational attainments, and, the ominous devaluation of public education. Building on interdisciplinary research into youth geographies, the sociology of education and generational studies, I explore what students' spatial representations reveal about their attempts to negotiate these conflicting motivations and map out potential future pathways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10