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Abstract

The article explores how educational policy, curricula, textbooks and teaching have translated thinkingabout Nepal’s relationship with the rest of the world into global education practice in Nepaleseschools in contemporary classrooms. Drawing upon the framework of policy cycle approach, the articleaddresses the following research questions: What are the key contemporary messages about globaleducation in Nepal within the ‘macro’ context of policy influence? How is the theme of global educationcommunicated through the content of Nepalese textbooks at the ‘meso’ context of policy textproduction? What are the perceptions of Nepalese social studies teachers with respect to teaching andlearning about global education themes at the ‘micro’ context of practice? Qualitative content analysisof textbooks and documents was conducted, while thematic analysis of interview data was undertakento understand policy objectives and recommendations related to global citizenship education inNepal. The findings indicate that educational policies primarily aim to socialise and nurture responsiblecitizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge.Some recommendations are made as to how the curriculum, textbooks and pedagogical approachesmight be adapted to better support Nepalese young people seeing themselves as global citizens.

Item Type:	Article
Authors/Creators:	Shah, R and Brett, P
Keywords:	global citizenship education, Nepal, curriculum, textbooks, contexts of influence
Journal or Publication Title:	International Journal of Development Education and Global Learning
Publisher:	UCL Press Ltd.
ISSN:	1756-526X
DOI / ID Number:	10.14324/IJDEGL.13.2.05
Copyright Information:	2021, Rabi Shah and Peter Brett. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence, (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited
Related URLs:	Google Scholar: Brett, P UTAS Profile: Brett, P
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