Pherali, TJ;
(2013)
Schooling in violent situations: The politicization of education in Nepal, before and after the 2006 peace agreement.
PROSPECTS
, 43
(1)
pp. 49-67.
10.1007/s11125-012-9255-5.
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Abstract
This article examines the contentious relationship between education and the Maoist insurgency in Nepal, analyzing the political intrusion on the education sector before and after the multi-party polity was restored in 1990, and the violent experiences of teachers and students during the decade-long conflict (1996–2006). It argues that the end of the conflict in 2006 has merely reduced the tangible attacks on education, as the political interference in the education system continues. During the post-accord transition, schools symbolize power centres in the community which provide a space for multi-party political scuffles.
| Type: | Article |
|---|---|
| Title: | Schooling in violent situations: The politicization of education in Nepal, before and after the 2006 peace agreement |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11125-012-9255-5 |
| Publisher version: | https://doi.org/10.1007/s11125-012-9255-5 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Role of education, Conflict, Children, Education reform, Violence, Nepal, Peacebuilding, Post-conflict, Schools, Politicization of education, Teachers, Post-war, People's War |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10139034 |
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