1. Education at the stage of uncertainty : English medium schooling and Gurung community in rural Nepal Presenter: MAGAART Seminar on SDR Hari Maya Sharma Email: hbhimasharma@hotmail.com Mobile: +977 984 606 8645 Affiliated institution Tribhuvan University Faculty of Education Department of English 7-8 th December, 2015

2. Context Space of English in school education As a subject – Compulsory – Optional

3. Contd. Privatization in education (since 1990) Profit making Service-oriented

4. Contd. Overwhelming English medium schools throughout the country centralized in urban

5. Contd. Motivation of elites from urban: to establish private school to send their children in those schools

6. Contd. Motivation of elites from village (some decades ago) Motivation of common people ( present)

7. Question: How is English in Education Policy (EMI) practiced in local context? How does the school practice of the policy influence those indigenous students and their family members to practice and experience their existing culture and to adapt new cultural practices?

8. Study field

9. Informants Gurung children because Gurung ethnic group is – Gurkha soldiers – Contact English – Financially more elevated – More aware – Have their own language

10. Methods (Qualitative: ethnographic) Observation Conversation Interview Document analysis

11. School practices ( from the observation of three schools ‘A’ ‘B’ ‘C’ ) Centralized in urban Name as ‘……English Boarding school’ but not boarders system Claim to be English medium school but not taught in English (most of the interaction in Nepali) Claim to give quality education but not good physical and academic environment

12. Theoretical Framework Socio-cultural perspectives (Levinson, Sutton & Winstead, 2009: p. 770) In particular, we understand policy as a complex, ongoing social practice of normative cultural production constituted by diverse actors across diverse contexts. On the one hand, the most immediate product of the policy process should be understood as a normative cultural discourse with positive and negative sanctions, that is, a set of statements about how things should or must be done, with corresponding inducements or punishments.

13. Theoretical framework contd. ‘ Policy as normative discourse may be what we call officially authorized, that is, backed by enforcement mechanisms of government or corporate charter. On the other hand, policy may also develop in more spontaneous and informal fashion, outside the agencies or offices that are constitutionally charged with making policy’ (Levinson et al, 2009; p. 770)

14. Influence in Gurung community From unified cluster to fractured field – Semi-migration – Family structure and relation – Cultural and practice – Diminishing traditional occupation – Invites more developmental problems – Gurung language is threatened

15. From unified cluster to fractured field Detached from their original community – Family conflict – Cultural dislocation (moving themselves from traditionally practiced culture and flowing towards new practices – Cultural fluidity (adapt new cultural practices)

16. English medium schooling: a means of conflict escalation A means of conflict in school : – Identity conflict ( those who can teach in English show their supremacy in school others vice versa) – Power conflict ( parallel status tussle….) – Frustration among teacher

17. Conclusion English medium schooling has created complexities, fluidity and uncertainty in Gurung community in their own identity, cultural practices and children’s schooling either in their village or in migrated community. I do not claim that English medium schooling is the sole reason for such complexities but it has become an agent to bring such fractions, fluidity and break down previous structure

18. Thank you