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

Abstract

This qualitative case study explores the leadership strategies of three high school principals to promote equity and inclusivity amid multifaceted challenges in the diverse schooling contexts of Nepal. By shedding light on equitable school leadership practices within a complex web of long-held socio-economic and structural disparities, the findings reveal persistent educational inequalities stemming from caste discrimination, gender biases, economic gaps, and social prejudices. Leadership emerges as crucial in addressing these disparities, with empowering strategies showing promise in bridging educational divides. Policymakers, educators, and leaders can benefit from these insights in fostering equitable educational environments. As Nepal addresses historical inequities, the study advocates for systemic change and social justice in education, aiming to create a more inclusive future for Nepali students.

RAS ID

70393

Document Type

Journal Article

Date of Publication

1-1-2024

Volume

9

Issue

2

School

School of Education

Copyright

free_to_read

Publisher

Turkish Educational Administration Research & Development Association

Comments

Dhakal, S. (2024). Promoting equity and inclusivity: Exploring equitable leadership practices in diverse Nepali schools. Research in Educational Administration and Leadership, 9(2), 268-294. https://doi.org/10.30828/real.1427917

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Link to publisher version (DOI)

10.30828/real.1427917