Decolonisation of curriculum: the case of language education policy in Nepal

While decolonisation is usually discussed in relation to countries that were formally colonised, have not been colonised also faced challenges related colonialism. In this case, it worth considering whether decolonial theory has more widespread applicability respond global the postcolonial era. This article documents historical trajectories of colonisation and school curriculum Nepal. Although Nepal was never introduction modern schooling informed by British India, where local languages replaced English curriculum, diminishing value knowledges. Against backdrop, government issued a series policies supporting Nepali supremacy, but expansion significantly challenged. Rather, resulted double ethnic/Indigenous languages: external English, internal language. However, significant efforts recently made space for minoritised curriculum. illustrates these waves, shaped government, communities other actors. Drawing on Nepal’s legislative educational policies, relates language policy decisions actions as support explores implications understanding tensions around