Schools as Sites for the Reproduction of Inequalities? Neoliberalism, Dual-Medium Instruction and Social (In)Justice

With a growing interest in teaching English from early grades, a new trend has emerged in public schools in Nepal, wherein schools are offering parallel forms of education within the same school system through instruction in both English and Nepali-mediums. This chapter critically examines how this practice is contributing to further reinforcing the already existing social inequalities in Nepali society. After situating social justice in education through the lens of medium of instruction, we discuss the key tenets of neoliberalism as the theoretical framework of this study. Then we present the findings of a case study conducted at one public school offering parallel education in English and Nepali-mediums and discuss the impact of such practices on students’ identity formation, classroom participation, and exacerbating social stratification. We link these findings with the current discourses related to language-in-education that are replicated in schools as sites to foster social inequalities and injustices. The chapter concludes with a discussion and implications of the policy on social justice for the students from socio-economically marginalized communities in Nepal and other similar contexts.