Teachers’ Perception on Local Curriculum of Nepal: A Narrative Inquiry.

Abstract

This qualitative study explored the teachers’ perceptions and classroom practices of the local curriculum in Tarakeshwar Municipality, Kathmandu, Nepal. It was conducted by using narrative inquiry, in which in-depth interviews and classroom observations of four teachers from community and private schools, incorporating both local and non-local teachers, were conducted. This study was done with the aim of understanding how the local curriculum is interpreted and enacted in real classroom contexts and how teachers’ background and local knowledge affect the understanding and practice of the local curriculum. The findings of the study revealed that teachers perceived local curriculum as a powerful means for cultural awakening, preserving culture and local heritages, traditions, and expanding community knowledge. The study demonstrated that local curriculum strongly aligns with place-based education and constructivist learning theories, as teachers frequently employed experiential learning strategies such as storytelling, field visits, exhibitions, mapping activities, and community engagement practices. These activities enabled students to connect their classroom learning with lived experiences and supported them in fostering meaningful and authentic learning. This study further revealed that teachers are not only implementors of curriculum, but they are active interpreters and a major part of curriculum construction. Local teachers can contribute historical depth and cultural authenticity, while non-local teachers utilize the curriculum as a bridge for adapting to a new environment and being familiar with various aspects of the society. Despite the strong pedagogical potential of the local curriculum, the study identified some challenges like lack of participatory curriculum development, insufficient teachers’ orientation and training, unclear assessment frameworks, etc. The study concluded that local curriculum related policy in Nepal has the aim of democratizing education and honoring local knowledge, but its effectiveness depends fully on stakeholders’ participation, institutional support, professional training, and accurate as well as inclusive content. The findings suggested some important implications for teachers, local education authorities, and future researchers, emphasizing the need to strengthen decentralized curriculum practices to ensure culturally responsive and sustainable education.