Decolonizing Formal Education through Indigenous Pedagogy: Experiences of Tharu Teachers and Students in Nepal

Abstract

This study aims to explore Tharu teachers’ and students’ experiences and efforts to decolonize formal education through the indigenization of pedagogical practices. Guided by interpretivist paradigm and basic qualitative research design, the study employed interviews, classroom observations, and focus group discussions (FGDs) to collect data from Tharu teachers and students. In-depth interviews and classroom observations were conducted with teachers, while focus group discussions were conducted with students. The findings revealed that experiential learning, localized instructional approaches, the development of contextualized curricula, integrative learning, the involvement of local resource persons as guest teachers, and the promotion of inclusive classroom practices grounded in community traditions were among the principal strategies employed by Tharu teachers to decolonize educational practices. These Indigenous pedagogical practices contributed to more meaningful and sustainable learning and fostered a more equitable learning environment in mainstream school classrooms. The study also offers implications for educational policy, pedagogical practice, and future research.