Complex factors and educational tools for social change and empowerment for severely marginalized Nepalese women working in hospitality and tourism

Jay R Deagon,Miriam Ham,Wendy Hillman

doi:10.1186/s40461-021-00125-z

Jay R Deagon, Miriam Ham + Show 1 more

Open Access

https://doi.org/10.1186/s40461-021-00125-z

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Abstract

Educated and skilled women are active change agents. This paper focuses on informal hospitality education as a tool for social change and empowerment for severely marginalized Nepalese women. Studied over 18 months, a small group of women cooking for a boutique local and international tourist market in Kathmandu participated in cookery skills training. The Australian educator/researchers focused on the educational experience to uptake and retention of cookery skills and technical language. As a result of the educational intervention, changes in personal attributes and perceptions of inherent sociocultural gender roles/caste emerged. Participation in the cookery skills training program contributed partially as a catalyst that improved confidence, communication skills and exposed to the women pathways toward self-sustainability, emancipation and empowerment within an often-hostile working environment for women from severely disadvantaged backgrounds in Nepal.

Highlights

An evaluation of educational reform in Nepal has advocated for an increased focus on the ‘soft skills’ of Nepali life and culture into formalized education (GFA Consulting Group 2016)
The study reported in this paper examined how the researchers used an internationally developed hospitality curriculum to guide training designed to increase the skills of marginalized women in their entrepreneurial cookery business venture operating under a joint Australia/Nepal Social Enterprise in Kathmandu
To summarize, gleaned from the interviews with three male hotel managers, we identified that male hotel managers do not employ Nepali women because of a perceived lack of demonstrated confidence and initiative; caste is a significant barrier; and employers look for desired personal attributes of curiosity and passion for cooking (McMillan et al 2011)

Summary

Introduction

An evaluation of educational reform in Nepal has advocated for an increased focus on the ‘soft skills’ of Nepali life and culture into formalized education (GFA Consulting Group 2016). The study reported in this paper examined how the researchers used an internationally developed hospitality curriculum to guide training designed to increase the skills of marginalized women in their entrepreneurial cookery business venture operating under a joint Australia/Nepal Social Enterprise in Kathmandu. This perception appeared to impact their confidence levels and hampered their ability to operate effectively, both in the cookery school and in training other women. Our research investigated this perception and sought to co-design training solutions that would provide skills and knowledges to empower the women

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