Falling Prey to the Dominant Culture? Demystifying Symbolic Violence against Ethnic Minority Students in Nepal

Autor/in	Khanal, Peshal
Titel	Falling Prey to the Dominant Culture? Demystifying Symbolic Violence against Ethnic Minority Students in Nepal
Quelle	In: Pedagogy, Culture and Society, 25 (2017) 3, S.457-467 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2017.1280841
Schlagwörter	Foreign Countries; Ethnic Groups; Minority Group Students; Racial Bias; Social Bias; Social Class; Cultural Differences; Violence; Educational Environment; Language Usage; Peer Relationship; Teaching Methods; Student Diversity; Dropouts; Interviews; Teacher Student Relationship; Barriers; Friendship; School Culture; Nepal + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Racial discrimination; Rassismus; Social classes; Soziale Klasse; Kultureller Unterschied; Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachgebrauch; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Freundschaft; Schulkultur; Schulleben
Abstract	Nepal's multicultural society is hierarchical and divided along the lines of caste, ethnicity and language and its school system, including curriculum and pedagogy, is influenced greatly by the dominant language and culture. In this context, this article analyses the difficulties and struggle ethnic minority children experience as they move between the cultures of home and school. Drawing upon a narrative case analysis, this article argues that ethnic minority students are subjected to what Bourdieu terms symbolic violence with illustrations of how such violence is reproduced in schools' everyday interactions, practices and dispositions. In particular, schools' symbolic violence against minority students has been reproduced and manifested in various guises of language, peer culture and pedagogy. Given the problematic nature of schooling for such children in the majority of schools in Nepal, this article underscores the need for culturally responsive school policies to embrace the linguistic and cultural diversity of students as well as tapping into the cultural resources each student brings to the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01