The Conceptualization of Indigenous Pedagogies and Practices in the Nepali Context

Abstract

Indigenous peoples have their own ways of teaching and learning that empower and dignify them. The mainstream, Western, colonial, and imported pedagogies have been critiqued for their limited alignment with indigenous epistemologies. Thus, indigenous peoples developed their own pedagogies, which are collectively referred to as “Indigenous Pedagogies”. Educators and scholars theorized them in different ways based on different contexts. The people have confusion and a lack of competency in indigenous pedagogies due to a limited understanding of them. By critically reviewing the literature, this article attempted to conceptualize Indigenous Pedagogies and their practices in Nepal and similar contexts.  This study conceptualized the indigenous pedagogies as a humanist, holistic, integrated, multi-modal, environment-friendly, and student-friendly teaching and learning process, which respects and values diversity regardless of human and non-human beings, culture and nature, physical and meta-physical entities. Based on the indigenous values: coexistence, relationality, harmony, compassion, humility, and respect, the practical, experiential, creative, active, reflexive, imaginative, and holistic teaching and learning approaches, group and hands-on activities, storytelling, songs, creative arts, observation, and active participation come in indigenous pedagogies. Although it preserves and promotes the indigenous history, culture, and language by respecting (without dominating, marginalizing, and destroying) diversity, the state and power holders may mis(use) it to promote and impose mainstream and imperialist values and ideologies. The empirical study could be conducted to support in-depth research and promote indigenous pedagogies for the well-being of humanity and environmental protection.