ABSTRACT

Education and gender have become central issues within development discourses and practices in Nepal, under the powerful idea that school enables equality for women, collective wellbeing, and the nation’s development. While hegemonic approaches to development are being increasingly challenged, critical contributions focusing on the education-gender intersection are still scarce. Drawing on data from an ethnographic research in a Himalayan village and school, this paper analyses the forms of knowledge, styles and relationships within learning processes in/outside the school, and its implications for the gender regime (re)production. Findings challenge the idea of schooling as an empowering tool for women by showing not only the coexistence of contradictory or differentiated models of transmission and acquisition of culture but also of contents, meanings, and its value change, in a Nepal governed by and within the paradigm of development.

摘要

在学校大力促进妇女平等，集体福祉和国家发展的强烈观念下，教育和性别问题已成为尼泊尔发展话语和实践中的核心问题。尽管霸权主义的发展方法正受到越来越多的挑战，但仍缺乏针对教育与性别交叉的重要贡献。本文利用喜马拉雅乡村和学校的人种学研究数据，分析了学校内外学习过程中知识，风格和关系的形式，及其对性别制度（再生产）的影响。调查结果不仅展示了文化传播和获取的矛盾或差异化模型的共存，而且还挑战了内容，