Women's Inherent Power and Educational Transformation in Nepal

Abstract

Religion, culture, and societal norms often impose constraints on women’s educational and social mobility within patriarchal structures and gender roles. This research explores women’s inherent power in Nepal, focusing on how religious narratives, alongside social restraints, influence women’s educational aspirations and achievements. Using in-depth life-story interviews with six women from three generations in a rural village, the study examines their lived experiences and roles in formal and informal education. Through generational narratives, this study examines themes of empowerment, resilience, and women’s intrinsic agency within patriarchal contexts. It engages with the Durga Saptasati and the Manusmriti, which present contrasting representations of women’s roles and social positions, to trace changes in educational opportunities and social mobility in Nepal. The study adopts qualitative methods, including life story interviews and thematic analysis, from the perspective of feminist theory, gender studies, and cultural and religious frameworks. The findings highlight the substantial yet often underrecognized role of women, particularly mothers and grandmothers, in supporting social and educational transformation across generations. Despite enduring structural constraints, women’s contributions to education have expanded over time, positioning them as key agents of change. The study concludes by emphasizing the need for further research and policy initiatives that acknowledge and strengthen women’s role in promoting educational equity and broader societal development.