Textbooks and Nationalist Values: Revitalizing Civic Learning in Nepali Schools

This study investigates the learning content of government school textbooks in Nepal, analyzing their political implications and role cultivating a national character. By considering as cultural products, research examines to explore how they contribute formation The was purposefully selected subjected analysis using Critical Discourse Analysis (CDA). findings reveal that prescribed were crafted promote state's vision character by either emphasizing or downplaying specific values, ideologies, belief systems, rather than fostering critical thinking cognitive skills among learners. Three main trajectories identified: notion being Gorkhali (synonymous with “Nepali”), reverence for past, concept indivisibility. It is argued development not merely pedagogical endeavor but also one, reflecting adherence dominant narratives. focused on themes civic character, without perspectives teachers students regarding content.