Choosing and changing schools in India’s private and government sectors: Young Lives evidence from Andhra Pradesh

James, Zoe; Woodhead, Martin

doi:10.1080/03054985.2013.873527

Cited by 46 publications

(36 citation statements)

References 15 publications

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“…As James and Woodhead (2014) note 'the very notion of choice assumes-to a certain extent-the making of informed decisions between viable alternatives" (p: 4). In this research, mothers did not have any such viable options.…”

Section: Notions Of Exit Voice and Loyaltymentioning

confidence: 99%

Schooling children with disabilities: Parental perceptions and experiences

Singal

2016

International Journal of Educational Development

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A B S T R A C TSchooling of children with disabilities has become an important development agenda, as also emphasized in the SDGs. This paper examines how parents of children with disabilities from low income families living in a rural community in India understand and experience the schooling of their child with disabilities. Data were collected through semi-structured interviews with mothers. Findings suggest that mothers greatly valued schooling both for its short and long term benefits; however they were acutely aware of the poor quality of schooling on offer. While parents emerged as strong enablers in supporting their child's schooling they were seemingly devoid of agency to enable their child with disabilities to access meaningful education.

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Section: Notions Of Exit Voice and Loyaltymentioning

confidence: 99%

Schooling children with disabilities: Parental perceptions and experiences

Singal

2016

International Journal of Educational Development

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“…Findings also report strong ideologies of English as a language of education, economic development and social mobility (James and Woodhead, 2014;Woodhead et al, 2012; see also Seargeant and Erling, 2011), as well as assumptions regarding the value of English in the labour market (Erling, 2014;Roy, 2014) and as the language of opportunity (Davis and Agbenyega, 2012;Davis et al, 2013; see also Trudell, 2007). Davis et al (2013), for example, show how Ghanaian students prefer being taught mathematics through English, despite difficulties in speaking, reading and understanding the language because they feel that this will help them to succeed in the world (see also Edu-Buandoh and Otchere, 2012).…”

Section: Research Into Perceptions Of Language and Language Policymentioning

confidence: 99%

“…While the relationship between MOI and learning in low-cost private schools is only starting to be explored, evidence so far suggest that EMI is inhibiting learning, debunking these perceptions (e.g. Rubagumya 2003;Rubagumya et al, 2011 for Tanzania andWoodhead, 2014;Nair, 2015;Singh and Bangay, 2014;Singh and Sarkar, 2012 for India).…”

Section: Research Into Perceptions Of Language and Language Policymentioning

confidence: 99%

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Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Erling

Adinolfi

Hultgren

et al. 2016

Comparative Education

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While the MDGs and SDGs seek to ensure inclusive and equitable quality education, they rarely address the issue of Medium of Instruction (MOI). Increasing attention is being paid to appropriate and feasible language-in-education policies in LMICs and evidence which demonstrates the benefits and challenges of various policy options. Research in this field, though, tends to be diversified, with a range of small-scale empirical studies scattered among a number of disciplinary contexts. There is therefore a need to consolidate and systematically identify the extent to which this diverse body of literature has evaluated the various languagein-education policy options. To this end, this paper reports on a rigorous literature review of MOI-related research on Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: The first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar 2 issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [283 words]

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“…However, to date very little research has looked in detail at the processes driving the growth of the private sector by focusing on the dynamics of education decision making within households, or has explored how households are navigating this rapidly shifting education landscape within a local market context. Notable contributions to the literature are Srivastava (2008), who explores school choice amongst households accessing two low fee private schools in Uttar Pradesh, and James & Woodhead (2014), who focus on the decision-making processes of frequent school movers within a broader scale, longitudinal study into children's lives in Andhra Pradesh. Nevertheless, questions of social identity and the role of parental biographies within schooling decisions are significant gaps within the wider literature concerning low fee private schooling and school choice more generally.…”

Section: Introductionmentioning

confidence: 99%