English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this article, I analyse non-Dalit teachers’ outlooks by positioning them within a culturally complex caste system, considering its influence on Dalits’ education. Nepalese society is ruled by a caste system, where non-Dalits–Brahmins and Kshatriya are considered pure and powerful, and Dalits are viewed as impure and powerless. This multi-dynamic caste system promotes social truths that are accompanied by educational prosperity for non-Dalits and deprivation for Dalits. This study involves six teachers in in-depth interviews, twenty-four students in focus group discussion, twenty-four students in video elicitation and a total of thirty-nine teachers and students in observation. The work of Amartya Sen, Pierre Bourdieu, Raewyn Connell, and Nepalese scholars are key to the theoretical framing of this research. The study found that non-Dalit teachers are not critically reflexive of their caste-based prejudiced attitude and dispositions, which eventually reproduces unjust school education. Instead of blaming teachers, the study concludes that professional development did not offer opportunities for teachers to be critically reflexive of their teaching habits.

Effectiveness of teachers’ professional development in Dalits’ opportunities for capability development in Nepal