Promoting equity and inclusivity: Exploring equitable leadership practices in diverse Nepali schools
Document Type
Journal Article
Publication Title
Research in Educational Administration and Leadership
Volume
9
Issue
2
First Page
268
Last Page
307
Publisher
Turkish Educational Administration Research & Development Association
School
School of Education
RAS ID
70393
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.
DOI
10.30828/real.1427917
Access Rights
free_to_read
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