Children from the Dalit community in rural Nepal: a challenge to inclusive education

Abstract

Based on empirical research carried out in public secondary schools in the western part of Nepal, this article examines how Dalit children experience secondary-level education. Their experiences are explored using in-depth interviews with Dalit children, their parents and teachers. The findings reveal that Dalit children's inclusion is affected by a range of interconnected school and community factors. The paper argues that these complexities represent a major challenge for efforts to promote inclusive education. Therefore, inclusion in education should not be viewed as being only about what happens within the school gates, since it is equally important to address barriers within the community.

Keywords:

• education inclusion/exclusion
• Dalit
• caste
• gender
• rural

Acknowledgements

The author is extremely grateful to professors Mel West and Mel Ainscow for their invaluable support and guidance throughout his Ph.D. project. The author also thanks all the participants in this study.

Notes on contributor

Damodar Khanal is a Doctoral student in The University of Manchester, UK. His research interests lie in social inclusion, inclusive education, ethnicity/ caste/class, gender, rural/urban, public/ private education system and policy. Damodar was previously a Principal, Deputy Director, Senior Trainer under the Council for Technical Education and Vocational Training (CTEVT) in Nepal for approximately 14 years.