Decolonising curriculum knowledge using arts-based approaches for teaching and learning civic education with young people in Nepal

This chapter looks at decolonising the construct of civic education knowledge set by the Nepalese social studies curriculum for teacher-led inculcation to the acquisition of young peoples’ learning. We present and discuss our arts-based teaching and learning research project entitled: Examining the Interpretations of Civic National Values made by young people in Nepal (Moncrieffe, et al., 2019) A key aim in our conceiving and devising this research project was to offer an alternative teaching and learning approach to young people knowing civic national values in post-conflict settings against what we identified as didactic use of textbooks in approaches to curriculum knowledge transfer approaches for civic education in Nepal