ABSTRACT
This chapter examines majority of the teacher participants identified tensions related to foreign aspects of the curriculum and education policy. It outlines the education leaders recognised that there were tensions between traditional epistemologies and the modern curriculum. However, they maintained that the curriculum and teacher training programmes resolved the tensions. It analyses the perception that tensions are the result of teachers' resistance to the precepts of the curriculum. Participants narratives varied about why tension emerged and persisted and the means by which they should be mediated. Some cautioned that too much traditional content would pose a danger that young people would be indoctrinated' into Bhutanese culture. Therefore, for many of the education leaders, critical engagement with traditional and modern epistemologies enabled tensions to be resolved at the individual level. Many teachers also saw a balance between traditional and modern epistemologies. The chapter emerges between the voices of teachers and those in the outer layers of the educational sphere.
