Author(s): Laxmi Sharma, Lekhnath Sharma, Bishnu Khanal and Dinesh Panthi

Abstract: Sanskrit stream educational institutions of Nepal provide opportunities to learn spiritual learning. However, research on how these institutions create hidden gender and caste-based disparities in access to sociocultural and economic capital, remains unexplored. This study explores early engagement of students in income generating and ritualistic practices and analyses structural disparities through qualitative data from interviews, focus group discussions and observational insights. Findings reveal that Brahmin boys are benefitted from economic and sociocultural involvement in rituals whereas girls and non-Brahmin boys are symbolically included in cultural values but practically excluded from economic opportunities. Such exclusion limits social mobility, empowerment and educational equity. The study advocates integrating context-specific mathematics and life skills rooted in indigenous knowledge systems such as Chatussasthi Vidya to bridge gaps. Policy interventions should harmonize traditional values with contemporary frameworks of gender and caste justice, empowering all students to engage effectively in both economic and cultural spheres.

DOI: 10.22271/27891607.2025.v5.i2b.316

Pages: 92-99 | Views: 310 | Downloads: 86

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