An Analysis of Poverty and Inequality among Indigenous Nationalities of Nepal

Lama, Nabraj

doi:10.6000/2371-1655.2018.04.03

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…Janajati groups by no means are homogenous and they too have differential socio-economic and literacy status, which also reflects on their learning varied performances at school level. The five scale grading of Janajati groups (as endangered, highly marginalized, marginalized, disadvantaged, and advanced groups Lama, 2018) is useful in this context. The Newar and Thakali ethnic groups, which fall in the advance category, have better socialeconomic status, while some other groups have much worse position.…”

Section: Discussionmentioning

confidence: 99%

The Learning Performance of Indigenous Students in Nepali Private Schools: A Mixed-Methods Study

Khadka¹,

Adhikari²,

Dahal³

2022

INT J INSTRUCTION

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One of the primary goals of schools is to improve the students' learning performance. Considering the factors associated to students' indigeneity contributing to their learning performances, this study explored the learning performances of 'indigenous' (Janajati) students in Nepali private secondary schools. Grounded in Bourdieu's (1986) cultural capital theory, the investigation employed a two-staged mixed-methods research process. In the first phase, longitudinal data (grade XII exam results) of 770 students between 2015 and 2019 at a case study school in Kathmandu were obtained and analysed. The quantitative results yielded from the descriptive analyses revealed that Janajati students, namely the Tamang, Magar, Gurung, Rai, and Limbu students included in the study, had a lower academic performance as compared to their non-Janajati counterparts. These results are consonant with overall national patterns in Nepal. In an attempt to explain these differences, a sequential qualitative study was undertaken through indepth interviews with five participants (three students and two teachers affiliated to the case study school from the same indigenous groups). For analytical purposes, factors influencing students' performance were grouped into home-related and school-related themes. The study showed that home-related factors were more prevalent than the school-related factors in the students with lower learning performances. While family economic backgrounds and parental education also had a role to play, cultural factors (such as relative lack of predisposition towards education and aspiration for different occupations) were the most important factors influencing lower learning performance.

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Section: Discussionmentioning

confidence: 99%

The Learning Performance of Indigenous Students in Nepali Private Schools: A Mixed-Methods Study

Khadka¹,

Adhikari²,

Dahal³

2022

INT J INSTRUCTION

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“…Hence, G. Lama, Ozawa, and Lama (2010) proposes that the present institutional design has been a barrier in the economic welfare of the indigenous people and suggests that the risk of poverty of indigenous people is likely to change in the social policies if education system improves. In addition, authors note that, their participation would likely bridge the gap existing between indigenous and non-indigenous people.…”

Section: Economic Empowerment Approachesmentioning

confidence: 99%

Empowerment of indigenous women in recovery of post-earthquake 2015 in Nepal: a feminist perspective

Premruethairat

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Discrimination against gender and caste can be overwhelming issue to a person or a group who faces it. Similarly, indigenous women of Nepal have been facing impediments in regard to unequal power relations caused by gender, identity, as well as disaster. With the conceptualization of Feminist Political Ecology, this paper analyzes the subjectivities of a feminist perspective that highlights the lives of indigenous women pre-earthquake and their experiences on how they are affected by power relations in political ecology of Nepal. Along with the findings of the indigenous women's lives and their experiences amid the earthquake 2015 have also been analyzed with the notion of empowerment in Nepal. In addition, the analysis on the notion of empowerment is made on political, socio-cultural, environmental governance, and economical aspects, as these dimensions are interconnected and intertwined that have consequences on indigenous women in terms of power imbalance, disaster sensitivity, and their empowerment. So, this paper finds it important to explore on such subjectivities to enlighten the stakeholder on the differences that a woman based on gender and caste is facing different forms of impediments on their lives and experiences during a disaster. Likewise, the paper is based on qualitative research with the interview of a focus group on research site named Sankhu/Shankarapur in Kathmandu district (hard-hit area by earthquake 2015), and as well on�one-on-one interview with key informants, along with secondary sources for analysis. Hence, this research has been an emphasis on the dynamics of indigenous women's lives pre-earthquake and their experiences during the earthquake 2015, with the notion of empowerment through the lens of Feminist Political Ecology.

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“Sukul Bhoj” a Newar feast: indigenous ways of knowing, doing, and living for ecological sustainability

Maharjan,

Pant,

Manandhar

et al. 2024

Diaspora, Indigenous, and Minority Education

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An Analysis of Poverty and Inequality among Indigenous Nationalities of Nepal

Cited by 5 publications

References 2 publications

The Learning Performance of Indigenous Students in Nepali Private Schools: A Mixed-Methods Study

The Learning Performance of Indigenous Students in Nepali Private Schools: A Mixed-Methods Study

Empowerment of indigenous women in recovery of post-earthquake 2015 in Nepal: a feminist perspective

“Sukul Bhoj” a Newar feast: indigenous ways of knowing, doing, and living for ecological sustainability

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