Experiences of Social Inclusion and Exclusion During Professional Entry: A Case of Women Teachers in Nepal
Keywords:Social inclusion/exclusion, women teachers, dialogical interview
To enter the teaching profession, apart from basic requirements set by theÂ government, there are many other â€˜rules of the gameâ€™ and â€˜open secret criteriaâ€™Â determining who gets included or excluded from being a teacher. The culture ofÂ aafnojat (person from own caste) and aafnomanchhe (own relatives) are found toÂ be the most prominent ones. In this paper, I discuss that the issue of inclusion andÂ exclusion is contextual in case of women teachers. Furthermore, the woman fromÂ elite group (near and dear of power holders and aafnojat) are getting benefits fromÂ the affirmative policy. The ideology of caste as a dominant factor of exclusion isÂ sidelined when the interplay of power of position gets activated and other factorsÂ like powerlessness, unmarried status, non-local status, and disability greatlyÂ influence the issue of inclusion and exclusion to getinto the teaching job. Hence,Â the existing generic knowledge that some specific caste groups are always moreÂ powerful than others is not the ground reality.
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