Promoting equity and inclusivity: Exploring equitable leadership practices in diverse Nepali schools

Year 2024, , 268 - 294, 30.06.2024

Shankar Dhakal

https://doi.org/10.30828/real.1427917

Abstract

This qualitative case study explores the leadership strategies of three high school principals in promoting equity and inclusivity in diverse Nepali schools, unravelling multifaceted challenges and disparities. By shedding light on equitable school leadership practices within a complex web of long-held socio-economic and structural disparities that obstruct equitable opportunities for students, the findings underscore the persistent educational inequalities rooted in caste discrimination, gender stereotypes, economic disparities, and social biases. The research findings highlight the pivotal role of leadership in dismantling deeply ingrained discriminatory practices and emphasise the potential of empowering strategies to bridge educational gaps. These insights offer valuable considerations for policymakers, educational institutions, and leaders striving to create equitable educational spaces amid diverse societal contexts. As Nepal grapples with historical inequities, the study encourages a concerted effort towards systemic change and social justice in education, ultimately shaping a more inclusive future for Nepali students.

Keywords

Equity, inclusivity, diversity, social justice, school leadership, Nepal

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