This volume illuminates educational transformations and avenues of learning in the context of wider social and political changes in Nepal.

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students. Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.

Eleven historical-ethnographic case studies examine the social and cultural projects of modern schools, and the contestations, dramatic and not, that emerge in and around and against them. These case studies, ranging from Taiwan to South Texas, build upon an original joining of anthropology, critical education theory, and cultural studies. The studies advance the concept of cultural production as a way of understanding the dynamics of power and identity formation underlying different forms of "education." Using the concept of the "educated person" as a culture-specific construct, the authors examine conflicts and points of convergence between cultural practices and knowledges that are produced in and out of schools.

"This current volume is a result of the Seventh and Eighth International Forum on Sustainable Technological Development in a Globalizing World. The Seventh Forum was held June 9-12, 2010 in Berlin. The Karlsruhe Institute of Technology hosted the event, which was organized around culture and sustainability. What we each value as a society, as a country, in our culture, is what we want to protect. What is sustainable is only what we value. This applies all the more to sustainable development which is planned for long time scales and therefore to go beyond individual sustainable technology solutions as well as economic and political cycles. What we hold in high regard is the result of cultural influences. Consequently, we need cultural change in the sense of sustainable development in order to secure sustainability pathways in the long term. The key question arising is whether and how this change can be brought about. The following Introduction leads us into the specific discussion. At the end of the Seventh Forum, participants concluded that more specific case studies would be useful and recommended that the Eighth Forum provide a focus for case studies. Since the remainder of the Eighth Forum, held March 8-10, 2011, in Melbourne, Florida, focused on Alternative Energy with oral papers not really appropriate as written papers, it was decided to include the case studies in combination with those papers from Berlin to provide a holistic discussion of culture and sustainability. That is the concept for this volume."--P.13-14.

Nepal is a living example of contrasts and contradictions.It is a country that was born in medieval times, grew up in the 16th century, and now finds itself engulfed in the high-tech gadgets and material marvels of the 21st century. Nepal has its share of problem which include inadequate economic development and social infrastructure, poverty and corruption, plus worsening pollution, but now it finally has relative peace and quiet after a hasty Maoist uprising. Indeed, it has passed through several democratic elections, and finally seems to be getting on the right track. This second edition of Historical Dictionary of Nepal contains a chronology, an introduction, appendixes, and an extensive bibliography. The dictionary section has over 700 cross-referenced entries on important personalities, politics, economy, foreign relations, religion, and culture. This book is an excellent resource for students, researchers, and anyone wanting to know more about Nepal.

Increasing inequalities, political movements and violent extremism across the world cause social and political instability in which education is enormously implicated. Placed firmly in this wider global context, this volume explores interactions between education and armed conflict during the 'People's War' (1996 – 2006) in Nepal. Building upon theoretical concepts that deal with multifarious links between education and conflict, Tejendra Pherali provides a critical analysis of the contentious role of education in the emergence of conflict, as well as the effects of violence on education. Pherali engages with sociological and political theories to analyse the emergence and expansion of armed rebellion and discuss implications for peacebuilding and social transformation. He argues that education in Nepal played a complicit role in the conflict, primarily benefitting the traditionally privileged social groups in the society and hence, perpetuating the existing structural inequalities, which were the major causes of the rebellion. Schools, trapped in the middle of the conflict between the Maoists and the security forces, became a significant political space that facilitated critical education, providing intellectual strength to the violent rebellion. Exploring education after the conflict, the author argues that the reconstruction should adopt a 'conflict-sensitive' approach to deal with issues concerning educational inequity, social exclusion, and political hegemony of the privileged social groups. The volume provides invaluable insights into post-conflict opportunities and challenges for educational reforms that align with inclusive democracy, social justice and equitable development.

This book uses engaging narratives to illustrate that mental illnesses are not only problems individuals face but problems that need to be understood and treated globally at the social and cultural levels.

Learning to Save the World provides an innovative analysis of how individuals inhabit, refuse, and reconfigure the contours of global health. In 2001, Botswana's government, faced with one of the highest HIV prevalence rates in the world, committed itself to sub-Saharan Africa's first free public HIV treatment program. US-based private foundations and medical schools offered support to demonstrate the feasibility of public HIV treatment in Africa. Given US interest and investment in global health, this support created opportunities for US physicians and medical trainees to interact with local practitioners, treat patients, and shape health policy in Botswana. Although global health has emerged as a powerful call to planetary moral action, the nature of this exhortation remains unclear. Is global health a new movement for social justice, or is it neocolonial, creating new dependencies under the banner of humanitarianism? Betsey Behr Brada shows that global health is a frontier, an imaginative framework that organizes the space, time, and ethics of encounter. Learning to Save the World reveals how individuals and collectivities engaged in global health—visiting experts as well as local clinicians and patients—come to regard themselves and others in terms of this framework.

Expanded versions of papers, presented at a 1978 New Delhi seminar, on the Himalayan Region.