Individual Presentation or Panel Title
Education Policy, Maoist Insurgency and Interaction Between Educational Outcomes
Abstract
The Maoist insurgency of Nepal also known as the “People’s War” began in 1996 and lasted for a decade. The diverse struggles the country experienced prior to the insurgency have been the interest of analysis for many scholars. This thesis is an extension to the work done during fall semester where the author underscored consequences of the Maoist Insurgency in the education outcomes. By analyzing the linguistic policy implemented in 1959 which refers to spearheading Nepali as the official language that governs the education system from an uneven policy perspective, this paper highlights the grievance prevalent in the society to be a root cause of the Maoists Insurgency. It offers a contextualized understanding of its consequences in education outcomes. The author argues this policy has led to higher economic as well as political grievance through biases based on caste and ethnicity. Failure of government policy to effectively address diversity has led to higher rate of primary level dropouts and lower literacy rates within various castes and ethnic groups who don’t speak Nepali as their mother tongue. This disparity in education outcomes then correlates to higher level of conflict intensity in districts where disadvantaged ethnicities reside.
Location
Ballator Gallery
Start Date
20-4-2013 2:30 PM
End Date
20-4-2013 3:20 PM
Education Policy, Maoist Insurgency and Interaction Between Educational Outcomes
Ballator Gallery
The Maoist insurgency of Nepal also known as the “People’s War” began in 1996 and lasted for a decade. The diverse struggles the country experienced prior to the insurgency have been the interest of analysis for many scholars. This thesis is an extension to the work done during fall semester where the author underscored consequences of the Maoist Insurgency in the education outcomes. By analyzing the linguistic policy implemented in 1959 which refers to spearheading Nepali as the official language that governs the education system from an uneven policy perspective, this paper highlights the grievance prevalent in the society to be a root cause of the Maoists Insurgency. It offers a contextualized understanding of its consequences in education outcomes. The author argues this policy has led to higher economic as well as political grievance through biases based on caste and ethnicity. Failure of government policy to effectively address diversity has led to higher rate of primary level dropouts and lower literacy rates within various castes and ethnic groups who don’t speak Nepali as their mother tongue. This disparity in education outcomes then correlates to higher level of conflict intensity in districts where disadvantaged ethnicities reside.