Education, Economic and Cultural Modernization, and the Newars of Nepal

Shakya, Deepa

doi:10.1057/9780230111813_9

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…16 But today, there are on-going efforts for unification and cooperation among different caste-based associations (Ashanbare, 2020). Quasi-Guthi and neo-Guthi tend to be much more open and nondiscriminatory in this respect, with the ICT-driven neo-guthis, PPGUK (n. d) and Newa Guthi New York (NGNY, n. d) having members from all Newar castes (S. Shakya, 2022). Guthi Australia has also been noted by Pariyar (2019, p. 97) for including all Newar castes.…”

Section: Discussionmentioning

confidence: 89%

“…(Shanti Shakya, Tansen Guthi, personal communication, June 30, 2021) It almost goes without saying that the organization of the former two neo-guthis happens primarily via ICT. It is even questionable whether they could have emerged and be maintained without such a platform (S. Shakya, 2022).…”

Section: Findings: the Guthi Goes Digital And Differentmentioning

confidence: 99%

“…The World Newah Organization (WNO), an organization registered as a non-profit in the US, functions as a federation of non-Nepali neo-Guthis, with several neo-Guthis such as Canadian Newa Guthi and Newa Guthi New York being affiliated with the organization. WNO was established through a series of virtual meetings between 26 scholars and activists from various parts of the world (S. Shakya, 2022;WNO, 2010).…”

Section: Findings: the Guthi Goes Digital And Differentmentioning

confidence: 99%

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ICT and Institutional Transformations in the Global South

Shakya,

Drechsler

2023

JoCI

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At a juncture where various streams questioning the role of ICT in democratic governance have joined, this paper explores how a traditional South Asian institution – the Guthi – is rejuvenated, if not resuscitated, by ICT, especially – but not only – by the Communication aspect, prompted by a cataclysmic event, and also propelled towards global normative priorities. The case came to attention after the major earthquake of 2015 in Nepal. The Guthi, the traditional institution of cooperative self-governance prevalent primarily amongst the Newars of Kathmandu Valley, was in serious decline and the earthquake laid bare the void it had left behind. Leveraging on ICT and following their traditions, the communities put forward the case for their participation in rebuilding efforts. Especially this, but also those possibilities in general, “spun off” new iterations of the Guthi: neo-Guthis, sub-Guthis, and quasi-Guthis. We argue that much of the criticism that is levelled against the Guthi today ignores these and solely focuses on the ancient, guthis. As we put forth, it was the reaction to the demand of the time as well as utilizing the tools available, and even adapting the organization(s) to do so, that enabled the rejuvenation of an indigenous institution.

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Section: Discussionmentioning

confidence: 89%

Section: Findings: the Guthi Goes Digital And Differentmentioning

confidence: 99%

Section: Findings: the Guthi Goes Digital And Differentmentioning

confidence: 99%

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ICT and Institutional Transformations in the Global South

Shakya,

Drechsler

2023

JoCI

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“…The ruling elite consolidated their political power through the deployment of "modernity," as the curriculum and textbooks increasingly "highlighted the 'backwardness' of villages," marginalizing "ethnic, rural and non-Hindu groups" and projecting their lifestyles and customs inferior to "high-caste, Kathmandu-living citizens" (Caddell 2007, p. 264). The strong privileging of the "modern" over the "nonmodern," alongside associating education with "progress" and "development," tends to legitimize the privileges of the elite groups and the erosion of minority ethnic traditions, languages, knowledges, and self-pride (Shakya 2020). The discourse of modernity, however, competes with tradition within the hidden curriculum that is saturated with religious ethics and beliefs and "culturally sanctioned practices in schools" (Carney and Madsen 2009, p. 176).…”

Section: Curriculum Developments Post-independencementioning

confidence: 99%