A Gender Analysis of Nepali Secondary School Textbooks

Abstract

This study examines gender inequity in three Nepali school textbooks of two grades, and explores how textbooks reproduce culture of the dominant class in the society and also efforts that Nepali girls and teachers make to adopt, negotiate and resist the sexist indoctrinations of the textbooks. This thesis consists of two parts. The first part contains a content analysis of English, Nepali and Social Studies textbooks of grade 8 and 10, textbooks taught in the academic year 2071-2072 B.S in Nepal. The second part of the thesis analyzes the interviews conducted with the students and teachers of Nawalparasi district regarding their perspectives on the content of above mentioned textbooks taught in Nepal. The findings of the content analysis reveal that sexist indications permeate Nepali school textbooks. Compared to men, women have a pale presence in the books. Women and girls are depicted, for the most part, in the domestic sphere, and their role as mothers and nurturers are stressed in stories, poems, and illustrations. Analysis of the interviews indicate that despite the attempt of textbooks to reproduce patriarchal norms though sexist instructions, some Nepali women are endeavoring to destabilize the cultural and political structures that curtail their rights. However, there is limited awareness and interest in the women of the rural area.