Embedding indigeneity in formal schooling: a case of tharu teachers’ indigenous pedagogy in Nepal

Abstract

ABSTRACT This paper explored the pedagogical approaches adopted by the Tharu indigenous teachers to pass on their community-based knowledge through the schooling system. The interpretive paradigm was used during the research process. Jitpur-Simara sub-metropolitan city, located in the central part of Nepal, was chosen as a research site where a significant number of the Tharus have been living for generations. The data were gathered from six Tharu teachers teaching in three public schools purposively selected for the study. In-depth interviews and document analysis were employed to gather qualitative information and the information then underwent transcribing, editing, coding, and thematizing to align with the research objectives. The findings unveiled a range of indigenous approaches such as storytelling, role-play, demonstration, question-answer sessions, discussions, and deductive methods employed by the Tharu teachers to convey their aboriginal knowledge, skills, and values to new generations. They developed knowledge of these strategies from their family and community and integrated them into dominant educating processes in the schools. These approaches to teaching were used by considering the context, nature of content and individual background. Such integration of indigenous approaches in the formal education system has been reported to have proven benefits in mitigating educational disparities among underprivileged and marginalized children, including Tharus.