Revisiting democratic pedagogy at secondary schools in Nepal

Abstract

American educator and philosopher Dewey developed a progressive pedagogical philosophy that emphasizes democratic principles. His approach centers on three main dispositions: equality, intelligent judgment and action, and working together. This study aims to investigate how secondary school teachers in Kailali District implement these dispositions in their teaching processes. This study used a qualitative research design. Ten secondary school teachers from Kailali District, Sudurpaschim Province, were selected through purposive and convenient sampling. A two-day seminar with two sessions was held to explore how these teachers implement the three core dispositions of Dewey's democratic pedagogy. The collected information, insights, and views are analyzed and presented through vignettes based on Dewey's three core dispositions. This study finds that secondary school teachers in Nepal encounter several challenges, including overcrowded classrooms, inadequate teacher training, insufficient educational resources, and limited familiarity with contemporary teaching methodologies. While the national curriculum framework highlights the importance of democratic pedagogy, it lacks detailed guidelines for its practical application. Furthermore, the study indicates that secondary school teachers in Nepal continues to predominantly employ traditional teaching methods, underscoring the critical need for reform.