Exploring marginalized indigenous communities’ expectations and experiences with the national school education system in Nepal: a study of Kham Magars

Abstract

Abstract Limited information is available on the expectations and experiences of the Kham Magars, an indigenous community in Nepal, regarding the value of school education. This study delves into the expectations and experiences of school education among the indigenous Kham Magar community in Nepal, using the Expectation Value Theory as a framework. Through qualitative analysis of narratives from community members, multifaceted expectations emerge, including access to education, employment opportunities, active participation, teacher respect, and equal representation. The study further highlights that the Kham Magar community initially places a high value on education, driven by their efforts in establishing schools and their deep respect for teachers. However, over time, challenges arise due to diminished realization of expected benefits, language barriers, and a focus on traditional agricultural practices, all of which impact the sustainability of formal education. Despite valuing education, the community’s aspirations may not always align perfectly with formal schooling, underscoring the importance of incorporating cultural integration into the curriculum. Ultimately, the findings of this study contribute to a better understanding of indigenous expectations towards education, thus emphasizing the necessity for implementing inclusive and sustainable development policies.

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