This Master of Science thesis in International Environmental Studies investigates the research
question: How do environmental narratives from home and (pre-) school shape children’s
environmental knowledge at an early age in Nepal, and to what extent does the education
system integrate local environmental knowledge in the teaching?
The research question is investigated through a narrative analysis. The analysis is based on
primary information, which was gathered during 4 months fieldwork in Nepal in July 2014
and from mid-September to mid-December 2014. The analysis starts with a presentation of
two narratives that emerge through the collected data. It compares these narratives to already
established narratives and discourses. Further, the narratives’ productive power is
investigated. I analyse how these narratives frame nature and actors, how they are produced
and reproduced, and what actions these narratives make preconditions for. Finally I analyse
how the narratives are challenged and changed.