CHILD DISCRIMINATION AT SCHOOL: LIVED EXPERIENCE OF STUDENTS AT COMMUNITY SCHOOL, NEPAL
This study embraces how teachers discriminate against children in community school classrooms. Mainly the study has explored the lived experience of children regarding the discriminatory behavior of teachers while teaching in class. The four students from the secondary level representing diversified characteristics were purposively selected for the participants, and they were interviewed through semi-structured interview guidelines questions in a natural setting. The interview responses were transcribed verbatim and analyzed by extracting themes within a theoretical framework based on post-structuralism and discourse analysis. Students labeling, emphasis on intelligent students, demographic prejudice, and participation restrictions for disabilities were explored as discriminatory behavior. Such discrepancies manifested by teachers create classroom conflict among students and teachers. The study has contributed by exploring how to address the differences in the classroom. Moreover, the study finding provides insights for the head teachers and school management committee to manage a healthy and justiciable environment in the classroom. Furthermore, it helps to design equitable policy at the school for the policy maker.
Student-Teacher Relationship, Demographic Discrimination, Student In-Labeling, Disability Discrimination