Pedagogy under Power: Unpacking Pedagogical Practice during the Rana Regime in Nepal

Abstract

Despite the historical significance of the Rana period in shaping the foundations of formal education in Nepal, scholarly inquiry into its educational system and pedagogical practices remains remarkably limited. In particular, there is a notable absence of systematic research on the pedagogical practices of that era. The Rana rulers were largely opposed to extending educational opportunities to the general populace. Nevertheless, critical milestones in the development of Nepal's modern education system were established during this time. The founding of Durbar High School - the nation’s first school - and Tri-Chandra College - the first institution of higher education - both occurred under Rana rule. Furthermore, several other important educational initiatives were introduced during this period. However, despite these developments, the pedagogical practices adopted during the Rana regime have not been adequately investigated. In light of this gap, the major aim of this study is to explore and analyze the pedagogical practices of the Rana era in Nepal. This qualitative study examines educational developments during Nepal’s Rana regime through a comprehensive analysis of secondary sources. It draws on key policy documents, including the NNEPC (1956) and ARNEC (1961) reports, along with scholarly works. Relevant materials were selected using purposive sampling to ensure contextual relevance. Data analysis followed combining inductive theme generation with deductive validation against existing theories. Themes were organized in alignment with policy documents to ensure clarity and credibility and all findings were cross-checked for consistency. Essential content from Nepali texts was translated into English where required. This study demonstrates that Nepal’s education system during that period was significantly influenced by the British education system prevalent in India. As a result, Nepal’s curriculum, instructional content, pedagogical approaches, and assessment methods closely mirrored those of the foreign model. Furthermore, the study highlights that the Rana-era education system deliberately excluded political, social, and economic subjects relevant to Nepal, prioritizing instead the teaching of foreign content. Likewise, the teaching-learning processes, student evaluation mechanisms, and school financial management were profoundly shaped by external influences.