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Professor Nawang Phuntsog* laments what he sees as the Central Tibetan Administration’s (CTA) seemingly lukewarm commitment to Tibetan schooling in exile and proposes a model of teacher capacity-building to transform education from within. He underscores the need to elevate Tibetan schooling as a vital partner in the broader Tibetan struggle which is being carried on not only in parliaments, street protests, and diplomacy but also in school corridors, teacher meetings, and lesson plans.
I began writing this with an uneasiness in my heart—an uneasiness that has grown stronger over the years, with each passing day, month, and year. I am an educator at my core, and that reality...
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