For many centuries, intergenerational literacy learning outside formal educational institutions has been an important part of everyday family life in Nepal. Yet, educational policy continues to focus on promoting 'schooled' approaches to literacy for both adults and children, overlooking informal learning and indigenous literacy practices in many…

This paper draws on song texts from two corpora of Syuba, a Southern Tibetic language of Nepal. The songs have rich, interlinking themes relevant to language, identity and the situated context of Syuba people. We draw upon the texts to illustrate themes of identity, relationship, language, development and space. This analysis is grounded in an…

What is education, and who counts as an 'educated person' amidst competing religious, political, and pedagogical ideologies, which have shaped contemporary educational practices and institutions in Nepal? How have social and political changes, an increasing commodification of education, a continued reliance on foreign aid, and expanded…

Researchers have attempted to address the intersection of multisensory and multimodal discourse practices from an interactional perspective. This study argues for the value of experiential, non-interactional multisensory discourse resources and proposes a conceptual framework of "multisensory discourse resources" to bridge visual and…

In the history of Nepalese education, 1853 AD marked the entry of the English system of education by the establishment of Durbar Elementary School by Jung Bahadur Rana after his return from his visit to Great Britain. The English type followed the British model of India, which was at one time accredited based on the Oxford and Cambridge…