Educational Journey of a Female English Language Teacher from Dalit Family of a Remote Village in Mugu District

Abstract

This study entitled Educational Journey of a Female English Language Teacher from Dalit Family of a Remote Village in Mugu District explored the lived experiences of a Dalit woman from a mountainous, under-resourced rural background in Nepal, navigating personal and academic challenges as an English language learner. Employing auto-ethnography as a research design, the study narrates critical reflection on the journey of learning and teaching English, focusing personal and professional transformation grounded on transformative and sociocultural learning theories. I, as the sole participant, analyzed data through reflective narratives adopting thematic approach. The findings of the study reveal that despite poverty, discrimination, and limited resources, my motivation, inspired by family, teachers, and inner resilience, facilitated my transformation into an English teacher from the learner. The study also shows that the academic grades and rural contexts do not hindertrans formative learning and underscores the role of self-reflection in shaping professiona identity and empowering others. The thesis consists of five chapters. The first chapter consists of introduction, background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of key terms. The review of theoretical and empirical literature, implication of the study and conceptual framework are included in second chapter. The methods and procedures of the study incorporate research design, study population, sampling procedure, data collection tools, study area, data collection procedure, analysis and interpretation are in third one. Result, summary and discussion, are presented in chapter four. At last, findings, conclusions and recommendations are included in chapter five.