Abstract
ABSTRACT The low numbers of Nepalese female teachers, potentially acting as role models for girls, was the entry point for me to travel to Nepal from Canada to listen to women teachers’ stories that have yet to be heard. A contest over whose voices will be heard in the public debate over educational reform in Nepal has up to now evaded what a focus on ‘women's/girl's multiple and fragmented experience’ on being and becoming a teacher calls into question. In essence, I had worked to find the opportunity to enter into the larger public domain, as intermediary, to search for my own and other women teachers’ understandings and interpretations of their experiences which have been, until very recently, a significant sacrifice in the rite of passage to teaching. The author would like to greatfully acknowledge the International Development Research Centre, Ottawa, Canada, who provide the Young Canadian Researchers Awards for the field‐work component of this research in Nepal, January‐June, 1993.
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