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This paper draws upon a wider study deploying a ‘Contexts of Influence’ policy analysis framework applied to a developing nation—Nepal. The specific focus of the investigation was a policy into practice analysis of civics and citizenship educational curriculum goals. Themes around teaching and learning related to national identity, democracy, cultural diversity and global education were explored at the macro, meso and micro policy levels. The paper identifies some gaps and tensions in policy making in Nepal within and between the contexts of influence, text production and practice. The findings of this paper indicate that the relationships between the various contexts of influence in Nepal are not quite as dynamic as in some other studies that have applied the policy cycle model. There is an asymmetry of power with the policymakers in charge. The paper reflects upon how both textbooks and teaching practice might benefit from a greater sense of agency and empowerment in order to stimulate more creative and multi-perspectival classroom practice.

Item Type:	Refereed Article
Keywords:	education policy, Nepal, contexts of influence, civics and citizenship education
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teaching and curriculum not elsewhere classified
UTAS Author:	Shah, R (Mr Rabi Shah)
UTAS Author:	Brett, P (Dr Peter Brett)
ID Code:	148179
Year Published:	2021
Deposited By:	Education
Deposited On:	2021-12-08
Last Modified:	2022-01-12
Downloads:	9 View Download Statistics