Fostering Social Cohesion: The Vital Role of Academic Institutions in Nepal

Author: Dr. Binay Kumar Mishra

Background

The idea of social cohesion can be perceived in currency, as global societies are passing through phenomena of globalization, international migration, and surge of intra-state identity-based conflict. However, the concept of social cohesion is primarily rooted in pre-modern human history as a need for social life, for the very survival; its modern theorization emanates from the academic discipline of political science, sociology, and philosophy.

Social cohesion refers to ‘shared values,’ ‘social solidarity,’ and material or immaterial exchange between members of society (Chan, 2006). It works as a ‘glue’ that holds communities together founded on sense of belongingness, shared values, and a mutual trust. However, with increased mobility of factors of production (capital, labor, and materials), conflict and competition on resources, culture, tolerance, and environment also are simultaneously surging (Europe, 1998). Nepal as a culturally rich and with its diverse landscape, social cohesion stands as the foundation for sustainable development and progress. With its myriads of ethnicities, languages, and traditions, the country’s unity is not just a matter of political stability but also an intrinsic element of its societal fabric (Asian Academy for Peace, 2017). Amidst this intricate tapestry, academic institutions can function as catalysts for fostering understanding, empathy, and solidarity among its diverse populace. In this blog, we delve into such role that academic institutions can play in building social cohesion in a country as dynamic as Nepal.

What is Social Cohesion?

Before delving into the role of academic institutions, it is imperative to discuss the essence of social cohesion. Simply put, it refers to the degree of connectedness and harmony within a society, where individuals from varied backgrounds coexist peacefully, respecting each other’s differences while embracing their shared values and goals (Kantzara, 2016). In a country like Nepal, characterized by its ethnic, linguistic, and cultural diversity, achieving social cohesion is both a challenge and a necessity. In fact, as a post conflict society, Nepal has witnessed these social challenges leading to formulating a federal constitution as the need to resolve these challenges.

What role academic institutions can play?

Academia is regarded as the hub of knowledge and ideas. It is the place where individuals from diverse backgrounds, cultures, and religions converge to gain knowledge and understanding. Through academic institutions, individuals are exposed to different perspectives, beliefs, and values, which help in bridging the gap between different communities. (R.D., 2004). This, in turn, fosters mutual respect and understanding, which are crucial components for a cohesive society. Moreover, academia is responsible for educating the future leaders of Nepal. As these students graduate and accept leadership roles in different sectors of society, it becomes their responsibility to promote social cohesion. With a strong foundation of diversity and inclusivity instilled in them by their academic experience, they are more likely to foster a sense of unity among their peers and colleagues (Preston, 2001).  This can have a ripple effect, spreading the idea of social cohesion throughout the country. The following are some of the vital roles that academic institutions of school level education as well as institutes of higher education can play in that direction.

1. Education as the foundation: Any effort to foster social cohesion lies in education. Academic institutions serve where young minds are molded, not just academically but also ethically and socially. By imparting knowledge, instilling critical thinking, and promoting values such as tolerance and respect, education lays the groundwork for a cohesive society.
2. Promoting diversity and inclusivity: One of the primary functions of academic institutions in Nepal is to celebrate and embrace diversity, as provisioned in our constitution. By offering programs that reflect the country’s multicultural heritage and by encouraging students to learn about diverse cultures and perspectives, universities can create an environment where diversity is not just tolerated but celebrated. This celebration of diversity fosters a sense of inclusivity, where every individual feels valued and respected regardless of their background.
3. Cultivating fraternity, empathy and understanding: In addition to academic pursuits, academic institutions in Nepal must prioritize the cultivation of fraternity, empathy and understanding among students. Through various initiatives such as community service programs, cultural exchange events, and interdisciplinary projects, universities can provide students with opportunities to engage with communities different from their own. These interactions not only broaden students’ perspectives but also foster empathy and understanding towards others, thus laying the foundation for a more cohesive society.
4. Addressing social issues through research and advocacy: Academic institutions can also play a crucial role in addressing the underlying social issues that threaten to divide communities in Nepal. Through research, analysis, and advocacy, scholars and students can shed light on issues such as inequality, discrimination, human rights, and social injustice, thereby prompting meaningful dialogue and action(J., 2008). By engaging with policymakers, community leaders, and other stakeholders, academic institutions can drive positive change and contribute to the creation of a more equitable and cohesive society.
5. Building bridges across divides: In a country as diverse as Nepal, where geographical, ethnic, and socio-economic divides often exacerbate social tensions, academic institutions can serve as bridges that connect disparate communities. By facilitating dialogue and collaboration among distinct groups through initiatives such as intercultural exchanges, joint research projects, and collaborative community development efforts, universities can help break down barriers and promote unity amidst diversity.
6. Fostering civic engagement and social responsibility: Moreover, academic institutions have a responsibility to instill a sense of civic engagement and social responsibility among students. By encouraging active participation in civic activities, volunteerism, and community service, universities can nurture a generation of socially conscious citizens who are committed to building a better and more inclusive society. This sense of collective responsibility is essential for strengthening social cohesion and fostering a sense of belonging among all members of society.

Conclusion

Thus, role of academic institutions in building social cohesion in a country like Nepal cannot be underestimated. Through education, diversity celebration, empathy cultivation, research, advocacy, bridge-building, and fostering civic engagement, universities can contribute significantly to creating a more united and harmonious society. Since Nepal is a society that is constantly evolving and facing emergent challenges, academia can shed light on the factors that contribute to social divisions and propose solutions to foster social cohesion. Similarly, as Nepal continues its path of development and progress, academic institutions for higher education must continue to prioritize initiatives that promote understanding, empathy, and solidarity among its diverse populace, thereby laying the foundation for a brighter and more inclusive future.

References:

Asian Academy for Peace, R. a. (2017). Fostering Social Cohesion in Divided Societies: Perspective of Youth in Nepal.

Chan, J. T.-P. (2006). Reconsidering social cohesion: Developing a definition and analytical framework for empirical research. Social Indicators Research, 75(2), 273-302.

Europe, C. o. (1998). Fighting social exclusion and strengthening social cohesion in Europe. Council of Europe Publishing.

J., B. (2008). Higher Education and Social Change. Higher Education, 56 (381-393).

Kantzara, V. (2016). The relation of education to social cohesion. Social Cohesion and Development, 6(1) 37-50.

Preston, G. A. (2001). Education and Social Cohesion: Recentering the Debate. Peabody Journal of Education, 76 (3/4) 247-284.

R.D., P. (2004). Education, Diversity, Social Cohesion and “Social Capital : Note for Discussion. in Meeting of OECD Education Ministers- Raising the Quality of Learning for All, (pp. 18-19/03). Dublin.