Indigenous Knowledge Responsive Education Policies for Marginalized Dalit Communities

Abstract

Nepali society inhabited with distinct culture, identity, ideology, knowledge, skill and practice. Most of valuable cultural, technological and caste based knowledge and skill are related to Dalit communities that have been adapting and practicing from generation to generation, called indigenous and cultural knowledge. These knowledge are in disappearing stage because of the policy provision. The aims of this study to analyze the indigenous knowledge responsive policies for marginalized Dalit communities. I applied qualitative research design with systematic review of policy documents as thematic review process and reviewed data analyzed by the use of thematic analysis method as interpretive and analytical way. The study found that few issues are endorsed in the constitution, education policies and other supportive program to support the indigenous knowledge and skills of the marginalized communities however, these are not more specific and sufficient to preserve and promote the indigenous knowledge of Dalit. These are seemed being only for popularity, even to endorse the hidden interest of the development partners. Unfortunately, in the context of Nepal, every policy is limited in the formal documents for mass popularity and donorfare. This study will motivate the further researcher and academia to identify the indigenous knowledge, art and skills of Dalit communities and its importance of preserving. It will also for policy maker to integrating the local and cultural knowledge into present education policies and formal curricula.