A history of Nepal from the Medieval/Early Modern period through to the present day with particular attention to contemporary Nepal, and the prospects for democracy.

Examines Nepali theatre history, artists' personal lives, and political and social conditions that shape theatrical expression in Nepal.

Despite a half century of attempts by social scientists to compare frontiers around the world, the study of these regions is still closely associated with the nineteenth-century American West and the work of Frederick Jackson Turner. As a result, the very concept of the frontier is bound up in Victorian notions of manifest destiny and rugged individualism. The frontier, it would seem, has been tamed. This book seeks to open a new debate about the processes of frontier history in a variety of cultural contexts, untaming the frontier as an analytic concept, and releasing it in a range of unfamiliar settings. Drawing on examples from over four millennia, it shows that, throughout history, societies have been formed and transformed in relation to their frontiers, and that no one historical case represents the normal or typical frontier pattern. The contributors—historians, anthropologists, and archaeologists—present numerous examples of the frontier as a shifting zone of innovation and recombination through which cultural materials from many sources have been unpredictably channeled and transformed. At the same time, they reveal recurring processes of frontier history that enable world-historical comparison: the emergence of the frontier in relation to a core area; the mutually structuring interactions between frontier and core; and the development of social exchange, merger, or conflict between previously separate populations brought together on the frontier. Any frontier situation has many dimensions, and each of the chapters highlights one or more of these, from the physical and ideological aspects of Egypt’s Nubian frontier to the military and cultural components of Inka outposts in Bolivia to the shifting agrarian, religious, and political boundaries in Bengal. They explore cases in which the centripetal forces at work in frontier zones have resulted in cultural hybridization or “creolization,” and in some instances show how satellite settlements on the frontiers of core polities themselves develop into new core polities. Each of the chapters suggests that frontiers are shaped in critical ways by topography, climate, vegetation, and the availability of water and other strategic resources, and most also consider cases of population shifts within or through a frontier zone. As these studies reveal, transnationalism in today’s world can best be understood as an extension of frontier processes that have developed over thousands of years. This book’s interdisciplinary perspective challenges readers to look beyond their own fields of interest to reconsider the true nature and meaning of frontiers.

“Statemaking and Territory in South Asia: Lessons from the Anglo–Gorkha War (1814–1816)” seeks to understand how European colonization transformed the organization of territory in South Asia through an examination of the territorial disputes that underlay the Anglo–Gorkha War of 1814–1816 and subsequent efforts of the colonial state to reorder its territories. The volume argues that these disputes arose out of older tribute, taxation and property relationships that left their territories perpetually intermixed and with ill-defined boundaries. It also seeks to describe the long-drawn-out process of territorial reordering undertaken by the British in the nineteenth and twentieth centuries that set the stage for the creation of a clearly defined geographical template for the modern state in South Asia.

: The pedagogical practices of Basic Education Schools in Nepal have been explored extensively in the present book. Four chapters are included in this book. In the first chapter, the ancient education system and the prevailing pedagogical practices at that time have been utterly discussed. Accordingly, in the second chapter, the educational system and pedagogical practices during the Ranas have been analyzed. After this chapter, in the third chapter, education and pedagogical practice of Panchayat Era is explored. And, in the final chapter, existing education and pedagogical practices of Nepal are explored. In this book, each chapter describes the brief political history of that period, the development of education, education policies and the pedagogical practices. Curriculum, subjects of study, teaching method, role of teacher and student, educational administration, assessment procedures financing of school education and physical infrastructure are main subject matters of each chapter. It is hoped that this book will satisfy the various questions related to pedagogical practices at the Basic Education School in Nepal.