Women representation in public institutions has been a key policy shift in Nepal in the recent decade. Despite such policy intervention as affirmative action measures to encourage women participation in public institutions and likewise increased presence of women in politics and public institutions, women’s participation at local level school decision-making processes remains limited. Through a lens of representation and theory of participation and an examination of women’s experiences, this study critically examines the dynamics of inclusion and exclusion in the School Management Committee. Drawing on original ethnographic research in a secondary school in rural Kaski, Gandaki Province, Nepal, this study draws that predominant female gender images were reproduced in the initial stage of women participation which made them feel ‘othered’ and ‘excluded’; however, gradually, with the passage of time and learning, such images receded and they felt more ‘included’ and were thereby likely to demonstrate more substantive participation.
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