Teacher agency for Indigenous languages in education: A decolonial perspective from Nepal

Abstract This article explores the role of teacher agency for Indigenous language education through a decolonial lens. Dominant views and practices of educational development and language policy often exclude teachers as mere implementers of top-down policy. Yet there is growing recognition of their crucial role in shaping policy at the micro level. Drawing on the example of four male teachers from Nepal, the authors examine how teachers develop and use their agency to create spaces for Indigenous languages. Building on a critical and decolonial perspective, the authors conceptualise teacher agency in language policy as a collective, political and relational phenomenon which extends well beyond the classroom. Their approach emphasises community connection and accountability, calling into question individual-centric frameworks. They conclude by calling for critical dialogue with Indigenous language teachers and a decolonial re-evaluation of teacher agency that respects Indigenous knowledge systems as a prerequisite for linguistically sustaining education.