Education as a Poisoned Chalice: The Chepang Experience
Shrochis Karki Education can be a poisoned chalice, particularly for indigenous and marginalized communities, because it can raise their hopes and expectations without providing them necessary skills or knowledge to achieve those outcomes. This finding of an unstable expectation-outcome nexus is based on fieldwork research carried out in a rural village in Chitwan, and in Kathmandu, Nepal. The Chepangs, a highly marginalized indigenous community, have harboured great hopes of escaping their poverty through education. Given the relative success of the few “educated” people in their village, Chepang parents perceive education to be extremely important and enthusiastically send their children to school; enrolment in the village has rocketed to almost 100% in the last decade. However, the state of Chepang education is found to be dismal, with students facing severe structural…