School education is the foundation for continuing education and attainment of basic skills and knowledge. Despite the international promises such as Education for All, Universal Primary Education, and national provision of school education as free and compulsory in Nepal, most of the marginalised people could not complete their school education. Among them, girls from the Tamang community are still confronting insurmountable challenges in accessing and undergoing schooling experience in Nepal. This paper argues that the schooling process of the Tamang girls is influenced by the embedded characteristics of cultural setting and their subjectivities through their stories. Using narrative inquiry as a research method for the study, this paper explored that schooling is shaped by the complex and dynamic role of embedded identities, power, and historicity of the community and people. I present how the Tamang girls experience their school education and how it has been the foundation for their higher education journey as well as identities formation. The paper concludes that identities of Tamang girls in school are multiple, intersubjective, and contextual, which are less recognised in modern schooling.

Biography is an important aspect of researching in education once one is planning for a narrative inquiry. Reading biography inspires me to think narratively. I am much interested in knowing and understanding the biography of the Dalai Lama not because of any religious footprints but because of his spiritual endeavours, which go beyond the humanist tradition of thinking. I have not canvassed any social research which questioned life before and after death. I do not have much interest in researching faith-based experience and the mystical experience of such a spiritual leader. I read a book from the sense of developing insights as a narrative inquirer.