Global citizenship education in Nepal

The article explores how educational policy, curricula, textbooks and teaching have translated thinkingabout Nepal’s relationship with the rest of the world into global education practice in Nepaleseschools in contemporary classrooms. Drawing upon the framework of policy cycle approach, the articleaddresses the following research questions: What are the key contemporary messages about globaleducation in Nepal within the ‘macro’ context of policy influence? How is the theme of global educationcommunicated through the content of Nepalese textbooks at the ‘meso’ context of policy textproduction? What are the perceptions of Nepalese social studies teachers with respect to teaching andlearning about global education themes at the ‘micro’ context of practice? Qualitative content analysisof textbooks and documents was conducted, while thematic analysis of interview data was undertakento understand policy objectives and recommendations related to global citizenship education inNepal. The findings indicate that educational policies primarily aim to socialise and nurture responsiblecitizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge.Some recommendations are made as to how the curriculum, textbooks and pedagogical approachesmight be adapted to better support Nepalese young people seeing themselves as global citizens