Course Content
Rural Sociology: Meaning, Nature, Scope and Relationship, Importance in Nepalese Context and Relationship with Agricultural Extension and Other Social Sciences
0/4
Social Values and Attitudes: Meaning, Definition, Types and Role of Social Values and Attitudes in Agricultural extension
0/2
Rural Urban Continuum: Concept, Differences and Relationship Between Rural Urban Societies.
0/2
Social Groups: Meaning and Definition and Classification of Groups
0/2
Factors Considered in Formation and Organization of Groups, Stage of Group Formation, Role of Social Groups in Agricultural Extension
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Social Process (Process of Social Interaction): Basic Concepts, Accommodation, Adjustment, Amalgamation, Cooperation, Consensus, Competition, Conflict and Integration
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Conflict Stages, Conflict Intensity, Continuum and Conflict Management
0/4
Social Stratification: Meaning, Bases (Class, Caste, Age and Gender), Viewpoints on Stratification: Functional, Marx and Max Weber
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Social Stratification and Inequality: Caste/ Ethnic and Regional Exclusion in Nepal
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Social Problems and Their Solution
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Socialization: Meaning, Stages and Agents of Socialization
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Overview of Theories of Socialization Self by Cooley, Mead and Freud
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Social Change: Meaning and Factors of Social Change
0/2
Agricultural Technology and Rural Social Change
0/1
Social System: Meaning and Elements of Social System
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Leadership Meaning, Classification, Function and Role of Local Farm Leader in Agricultural Develop
0/5
Education, Psychology, Educational Psychology, Social Psychology: Definitions and Importance in Agricultural Extension
0/6
Basic Principle of Human Behaviour; Sensation, Attention, Perception: Meaning and Characteristics. Basic Concept of Change in the Behaviour, Knowledge, Skills and Attitudes. Characteristics and Differences Between Formal, Non-Formal and Informal Education
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Concept of Learning; Three Domains of Learning. Types of Learners, Theorist, Pragmatist, Reflectors and Activists. Learning Cycles: Conceptualization, Construction and The Dialogue
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Learning Theories: Four Learning Theories and Thorndike’s Four Laws of Learning
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Effective Teaching Learning Elements. Factors Affecting Effective Teaching Learning Situation
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Basic Psychological Concepts: Intelligence, Personality, Motivation, Emotions, Attitudes and Social perception
0/3
Personality: Traits, Types and Measurement. Factors Influencing the Personality Motivation: Significance, Techniques; Perception: Determinants, Errors; Attitudes: Factors Influencing the Development of Attitudes
0/5
Learn Rural Sociology and Educational Psychology with Rahul

Caste/ethnicity in Nepal

According to Toni Hegon, the ethnic groups of Nepal can be classified into three communities:

  1. Original Nepalese tribes: Ethnic groups that exist in the country from very ancient period
  • Major tribes: Newar, Rai, Limbu, Tamang, Gurung, Magar and Tharu. They are the hill people living in the hill region except for the Tharu who have been occupying the once malarial tropical terai plain since the unknown historical period.
  • Minor tribes: Rajbansi, Satar, Sunuwar, Danuwar, Chepang, Kusunda, Thakali etc.
  1. Indo-Nepalese races
  2. Tibeto-Nepalese races

 

The promulgation of the National Code or Muluki Ain during Rana regime in 1854 determined the caste as a basis of people’s identity, social status and life chances. It laid out detailed codes for inter-caste behavior and specified punishments for their infringement. In this system, everyone was organized in terms of their relative ritual purity into the four broad varnas of the classical Hindu caste system: the Brahman priests, the Kshatriya kings and warriors, the Vaisya traders and businessmen and the Sudra peasants and laborers. Since its promulgation, the caste categorization in Nepal is taken as the primary organizing principle and the major determinant of social identity.

 

The dominant groups who spread throughout the country as landowners, priests, administrators, soldiers, and policemen, were the brahman and kshatriya castes. With them went associated low castes, principally blacksmiths, leather workers, and tailors. Together these groups are called parbatiyas (hill people) or pahadis. The tribal groups were in the middle, below the kshatriya, but above the “untouchable” artisans.

In 1963, the National Civil Code abolished caste-based discrimination. Since then, there have been numerous political decisions and policy measures to attempt to remove discriminatory practices. Nepal has implemented social inclusion and affirmative action policies to address gender, caste, and ethnic-based disparities by bringing poor and marginalized groups into the mainstream of development and launching the programs that target the most deprived and vulnerable groups.

The first people’s movement in Nepal in 1990 resulted the new ‘Constitution of the Kingdom of Nepal 1990’ that defined Nepal as “a multi-ethnic, multilingual, democratic, independent, indivisible, sovereign, Hindu and Constitutional Monarchical Kingdom”. It stated that all citizens were ‘equal irrespective of religion, race, gender, caste, tribe or ideology.’ The constitution also gave all communities the right to preserve and promote their language, script and culture, educate children in their mother tongue and practice their own religion. The addition of words “multi-ethnic”, “multilingual” and “constitutional” was a genuinely new departure but the ethnic and religious activists were very disappointed that the word “Hindu” was still there.

People’s movement II (2006) also was driven not just for restoration of democracy, but more inclusive democracy and greater government attention to overcoming the persistent disparities between the dominant high caste and the rest of the country.

While dealing with the inter-cate inequality, the intra-caste inequality has been of lesser concern. The caste/ethnic based reservation quotas benefit mostly the Dalits and Janjatis from urban background, whose parents have already been the beneficiaries of the quotas in education and employment. Their parents are either civil servants or are working in the economically better private organizations in a more cosmopolitan setting than their rural counterparts. Thus, opportunities created by inclusive policies are also captured by the elites within the Dalits and Janjatis. Hence, social inclusion/exclusion still remains an unresolved issue in Nepal.

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