When the Needs of Multicultural Classroom are Ignored: An Ethnographic Study in Nepal

  • Meenakshi Dahal
Keywords: Socio-cultural context, learning and development, school, language of instruction

Abstract

The teaching-learning process begins with the interaction between the teachers and the children. Without two-way interaction between student and teachers the process is incomplete. Using ethnographic research methods, this paper aims to analyze the role of teachers in a multicultural classroom. Attempt is made to do so by exploring and understanding the school culture and its impact on children’s learning as well as the perception of the teachers in its processes. It is found that the teachers’ cultural understandings and the children’s cultural background is not adequately addressed in the teaching-learning process.

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Author Biography

Meenakshi Dahal

Dahal, Meenakshi PhD, has worked as an early child development expert and child rights advocates for the past eighteen years. Her research interests focus on early reading, child rights, child development, instructional design and quality of education. She is a trainer, a researcher, a presenter, and a teacher. She has involved in designing policies, strategies, guidelines, programs, training packages and resource books / materials on ECCD, child rights, basic education focusing on girls’ enrollment and inclusiveness in ECED centers and schools. She has carried out a number of research projects and presented about it in various national and international Seminars. She has written a book, chapters in various books and articles in national and international journals. She has received recognition as an “Emerging Leader” and also working as an Ambassador for Decade of Childhood.

Published
2018-12-31
How to Cite
Dahal, M. (2018). When the Needs of Multicultural Classroom are Ignored: An Ethnographic Study in Nepal. Dhaulagiri Journal of Sociology and Anthropology, 12, 58-65. https://doi.org/10.3126/dsaj.v12i0.22180
Section
Articles