SECTION III VISTAS OF THE DEVELOPING WORLD: THE CASE OF NEPAL
INTRODUCTION We now shift to locate and illuminate educational transfer in Nepal. The first of its three chapters is historical, foregrounding and analyzing transfer processes within a more general description of the evolution and development of education and schooling there. The second moves that examination to recent policy reforms and provides a ‘vista’ on the mul- tiple, interwoven threads of transfer at work in the arrival of policies ap- proximating to educational late-modernity. The third contributes another ‘vista’ that seeks to reveal and analyze a new conduit of educational pol- icy transfer at work in contemporary Nepal – civil society. As with the Japan account, in formulating and presenting these chapters priority has been given to detailing transfer and locating ‘entry-points’ (‘space-gate’ moments) rather than attempting a cohesive narrative of policy change. For this reason, an introductory overview is included here to provide a ‘road-map’ of the various waves of policy change in the recent transi- tion of Nepalese education. INTRODUCING NEPALESE EDUCATION: CONCEPTUALIZING, LOCATING TRANSFER Examinations of Nepalese education are scarce in the existing Eng- lish-language literature and all but non-existent when one seeks a broad historical sweep of the evolution and development of schooling there. In stark contrast to the abundance of work on Japanese education, Nepal has not been a particularly evocative research object for non-Nepalese 242 Rappleye: Transfer in an Era of Globalization scholars. Therefore, utilizing the template provided by Cowen’s (1996) notion of pre-modern, modern, and late-modern educational paradigms, we are relatively free to construct an...
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