Paharis' Schooling: A Postmodern Lens

By Khadka, Anju | Contributions to Nepalese Studies, January 2009 | Go to article overview
Save to active project

Paharis' Schooling: A Postmodern Lens

Khadka, Anju, Contributions to Nepalese Studies


This paper analyses the Paharis schooling with post-modern approach and discusses the ways that transform the existing education system. The postmodern lens embraces fluid and multiple perspectives while analyzing the field information/data. Besides, it refuses the definite 'truth claim' over another (Gilley 2002). Similarly, it is in itself a dialogical word with various positive and negative connotations and a current historical, social and cultural epoch (Allen 2007: 181). Though the analysis and discussion of this paper show the multiple interpretation, the scope of this paper is limited to (a) examining the relationship of the established theory with field (b) drawing the perceptual and theoretical interpretation of Pahari's schooling and (c) exploring the multiple identities of Paharis.

The qualitative information that I got through empirical study helped me to argue that only the knowledge of the center is not sufficient for social justice to the students, though school structure is made by the relationship between the center and decenter. I further argue that the amicable relationship between the center and decenter of school structure is the best way for ensuring service delivery to the students. For this, I found that school and its teachers could learn the delivery technique from the students' social cosmos. On the contrary, the school structure that works through center knowledge merely presents a hierarchical education to the Students. This means school automatically makes the institution oppressive (Freire 1983). It also ignores, represses, or marginalizes the non-centered multi-knowledges (Derrida), which comes from students' side (Powell 2003). In addition to it, I used functional, critical and dual structural theories to examine Pahari's schooling. This helped me understand how school structure can be redesigned for ensured educational justice to the students and the society.

Theoretical Perspective

In course of looking the theoretical relevancies, I used Derridean standpoints to understand the Paharis' schooling or their worldview about school.

Derridean theory examines the interrelationships between center and decenter part of social structure. This is main principle of deconstruction theory (Powell, 2003). Furthermore, this theory analyzes social subjectivity and the worldview associated with the socio-cultural world and the outside in a given social structure. Such analysis and discussion do have closer affinity with the theory of cognitive anthropology as well. Cognitive anthropology focuses on people's own conceptual models of the world that is created from the field. In other words, it concentrates on the emic perspective on communities' actions/decision-making processes. This emic analysis emphasizes on digging out epistemological and operational things of the cultural idealism that is shared by social groups (Harris 1968: 569). Harris further said that emic study helps to know the culture or language as an order whole (1968: 571). Here, the perspective of emic reminded me the aim of anthropology as viewed by Milton (1997) who says anthropology is not simply to describe human cultures but to explain why they are as they are (Uprety 2007: 184). My paper explores the rationale of the shaping schooling or the worldview of the Paharis about school, the way they constructed through education process. For understanding the worldview of Paharis' formal schooling, I related it to the Derridean theoretical standpoints. In other words, my paper explores the rationale of seeking the re-socialization (reflection) and/or de-socialization (rethinking or re confirming process) process of the Paharis.

In the context of using the Derridean theoretical perspective, I examined the field based on only three terms of Derridean theoretical perspective that Derrida used. They are (a) Deconstruction, (b) Difference and Differance, and (c) Interpretation.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this article

Cited article

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Paharis' Schooling: A Postmodern Lens


Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?