Prasant Bist

PhD Candidate in Anthropology

Supervisors: Dr Paola Tine and Dr. Amir Sayadabdi

I completed my master’s degree at Bangalore University in 2011, and subsequently spent over ten years teaching at an all-girls’ high school in Nepal. During this period, I observed how recurring floods, landslides, and livelihood insecurity affected students’ daily routines, particularly for girls from marginalized households who carried significant caregiving and domestic responsibilities. These experiences motivated me to undertake a pilot study examining how climate-induced migration affects schooling of female high school students, providing firsthand insight into how environmental pressures intersect with gendered responsibilities and social marginalisation. Guided by Dr. Paola Tine’s expertise in social change and gender roles, I use FPE, intersectionality, and participatory methods such as photovoice to bring their stories to light.

My thesis explores the educational journeys of Tharu girls in far western Nepal in the context of climate change. The study situates climate change as a structural condition that intensifies livelihood insecurity and care responsibilities within households and communities, which in turn shape girls’ schooling experiences. Using an intersectional feminist political ecology lens and participatory visual methods, this research documents how Tharu girls navigate educational challenges and develop strategies to sustain their education in the face of climate change.

Research Interests

My research interests lie at the intersection of climate change, gender, and education in South Asia, situated within anthropological debates on inequality, care, and everyday life. I am particularly focused on how climate change, through its effects on livelihoods, household labour, and care responsibilities, reshapes the schooling experiences of Tharu girls in far western Nepal. Drawing on feminist political ecology and intersectional perspectives, my work examines how gendered care responsibilities, ethnicity, class, and local power relations shape girls’ attendance, participation, and study practices under conditions of environmental uncertainty. Methodologically, I am interested in participatory and visual approaches that centre girls’ own interpretations of their educational journeys.

Qualifications

Masters in Business Administration