Peace Education Initiative in Nepal
Redressing the Value of 'Celebrating Diversity'
Bibliographic Data
| ID | 21778802 |
|---|---|
| Authors | Raj Kumar Dhungana (0000-0003-4894-4230, Kathmandu University, corresponding author) |
| Year | 2021 |
| Volume | 16 |
| Issue | 1 |
| Publication date | 2021-05-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Contemporary Issues in Education (JOURNAL) |
| Journal identifiers | ISSN: 1718-4770 • E-ISSN: 1718-4770 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.20355/jcie29434 |
| OpenAlex | W3163964822 |
| Language | EN |
| References cited | 19 |
In a multicultural society, education can both foster the value of ‘celebrating diversity’ and thereby the social harmony but it can also foster social tensions and fuel conflicts by promoting cultural homogenisation. Using content analysis of education policies, curriculum and textbooks this study examined the way Nepal’s historical education system shifted from monocultural education towards a multicultural peace education approach. This study revealed that, by including the contents that promote multicultural values, the critical peace education initiative contributes to redressing the socio-political tensions that the monocultural education system fuelled historically. However, the local ownership, longer term commitment of the stakeholders, and regular consultations with the representatives of different cultural groups in curricular reform are essential for a successful peace education initiative
Curriculum · Multicultural education · Multiculturalism · Peace Education · Pedagogy · Political science · Politics · Social harmony · Social science · Sociology · Education and Critical Thinking Development · Law · Peace and Human Rights Education · Values and Moral Education
Who Goes to School? Educational Stratification by Gender, Caste, and Ethnicity in Nepal
Reconceptualizing Anti-Oppressive Pedagogy
Ideology and Curriculum
Homogeneity and Inequality
Peace Education in Rwandan Secondary Schools
Peace by Peaceful Means? A Preliminary Examination of Buddhist Peacebuilding in Post-Conflict Nepal
Pedagogies of resistance’ and critical peace education praxis
Building peace through education
Education reform in Nepal
Education as humanisation
Content Analysis
No ‘end of the peace process’
Violence in Schools
Reproduction in education, society, and culture
Three Approaches to Qualitative Content Analysis
Multicultural Education and Curriculum Transformation
Violence, Peace, and Peace Research
Multicultural Education as Community Engagement
The Gellnerian modality revisited
| Highly cited | No |
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