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Applying a 'Contexts of Influence' policy analysis model to education in Nepal

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Shah, R and Brett, P ORCID: 0000-0003-3519-0345 2021 , 'Applying a 'Contexts of Influence' policy analysis model to education in Nepal' , Waikato Journal of Education, vol. 26, no. 2 , pp. 105-119 , doi: 10.15663/wje.v26i2.830.

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Abstract

This paper draws upon a wider study deploying a ‘Contexts of Influence’ policy analysis framework applied to a developing nation—Nepal. The specific focus of the investigation was a policy into practice analysis of civics and citizenship educational curriculum goals. Themes around teaching and learning related to national identity, democracy, cultural diversity and global education were explored at the macro, meso and micro policy levels. The paper identifies some gaps and tensions in policy making in Nepal within and between the contexts of influence, text production and practice. The findings of this paper indicate that the relationships between the various contexts of influence in Nepal are not quite as dynamic as in some other studies that have applied the policy cycle model. There is an asymmetry of power with the policymakers in charge. The paper reflects upon how both textbooks and teaching practice might benefit from a greater sense of agency and empowerment in order to stimulate more creative and multi-perspectival classroom practice.

Item Type: Article
Authors/Creators:Shah, R and Brett, P
Keywords: education policy, Nepal, contexts of influence, civics and citizenship education
Journal or Publication Title: Waikato Journal of Education
Publisher: University of Waikato. School of Education
ISSN: 2382-0373
DOI / ID Number: 10.15663/wje.v26i2.830
Copyright Information:

Copyright 2021 the authors. This article is subject to the Creative Commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode

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