This book is concentrated on the issue of exclusion of Dalits from education in Nepal. It examines the educational exclusion of Dalits in Nepal by analysing power, knowledge and pedagogy. It analyses the extent to which the hierarchical caste system and educational policies and practices create exclusionary pressures upon Dalits. This is an attempt to listen to Dalit voices and experiences about educational exclusion by contextualising and representing Dalit agency within the changing political, cultural and socio-economic context of Nepal. The analysis challenges and contests the pathological stereotypes of Dalits and contributes to the literature concerned with understanding culturally specific issues of educational inclusion and exclusion. It suggests that developing inclusion involves a process of understanding and changing exclusionary and discriminatory power relations in which the process of change involves a continuous political and social struggle.