Education and Inequality in India

Majumdar, Manabi; Mooij, Jos

doi:10.4324/9780203810217

Cited by 32 publications

(28 citation statements)

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“…They also critically examine the ways in which textbooks play a dominant role in classroom pedagogic practices of the teachers. Steeped in a broadly similar methodological tradition, newer studies have provided further insights into the ways the relationships between teachers, colleagues and superiors, school administrative authorities, and students are mediated in the Indian context (Majumdar 2011;Majumdar and Mooij 2011;Mukhopadhyay and Sriprakash 2011;Sriprakash 2012;Vijaysimha 2013). These studies have challenged the image of the non-agentic teachers in terms of their interactions with their superiors and school administrative authorities, and in terms of their role as 'implementers' of education policy.…”

Section: The Politics Of Knowledge Production: Researching Teachers' mentioning

confidence: 94%

“…(Kumar 2005, 75) Besides, this imagination also encompasses the relational network of teachers with other actors, the imbrications of their vocational identities with teachers' social identities, and the articulation of teachers' agency through the social and material conditions of their lived experience. Majumdar and Mooij (2011) capture such an imagination in terms of the 'multiple ambivalences and contradictions' in the work life of teachers:…”

Section: The Politics Of Knowledge Production: Researching Teachers' mentioning

confidence: 99%

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Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development

Sriprakash

Mukhopadhyay

2015

Comparative Education

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This paper interrogates the ways in which 'reflexivity' has proliferated as a normative methodological discourse in the field of international and comparative education. We argue that the dominant approach to reflexivity foregrounds the standpoints of researchers and their subjects in a way that does not attend to the situated, contingent, and relational dynamics of 'knowing' itself. This too easily bypasses the performative effects of research; how disciplinary ways of knowing (through associated methods and discourses) enact particular realities of the world. Drawing on theoretical devices from actor-network theory, we put forward the perspective that social researchers, through the methods and disciplinary discourses they deploy, are 'brokers' and 'translators' of knowledge. This signifies the ways in which the process of research engages actors, scripts, and performances which produce particular understandings of, and effects on, education and development. The paper illustrates the contribution of this perspective through the case of research on teachers and education reform in India. IntroductionIn this paper, we interrogate the ways in which 'reflexivity' has proliferated as a normative methodological discourse in qualitative social research. In the field of international and comparative education, and the social sciences more broadly, reflexive research has become synonymous with 'good' research practice: it signals the researcher's intent to be sensitive to local contexts and to the representation of research participants. Often this is done through an acknowledgement of how the researcher's own knowledge frames (social positions and theoretical perspectives) relate to the knowledge frames of the 'other' under study. Sometimes, particularly in research that purports to be participatory, emancipatory, or critical, the epistemological standpoints of the researched are privileged over the researchers'. While these intentions are certainly important in orienting us towards ethical research endeavours, we explore the limitations of this kind of 'reflexivity'. We argue that in foregrounding, and even monumentalising, the standpoints of 'knowers' in research (whether the researcher or the researched), such approaches to reflexivity do not attend to the situated, contingent, and relational dynamics of 'knowing' itself. Moreover, these approaches too easily bypass the performative effects of research; how disciplinary ways of knowing (through associated methods and discourses) enact particular realities of the world. In the domain of education development, where policy and research are often clearly entwined, and where the stakes for the marginalised are so high, the ways in which

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Section: The Politics Of Knowledge Production: Researching Teachers' mentioning

confidence: 94%

Section: The Politics Of Knowledge Production: Researching Teachers' mentioning

confidence: 99%

Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development

Sriprakash

Mukhopadhyay

2015

Comparative Education

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“…En Inde, les rapports entre les enseignants et les familles sont particulièrement marqués par une distance sociale, économique et spatiale ainsi qu'une violence symbolique largement soulignée par les chercheurs (Majumdar, Mooij, 2011 ;Kumar, 2010). Les professeurs des écoles publiques n'ont pas forcément réussi à inclure des élèves, issus de groupes longtemps marginalisés et, si les progrès en faveur de l'accès à l'éducation ont peu à peu démocratisé l'origine sociologique des professeurs, leur statut reste valorisé dans un système très compétitif (Sriprakash, 2011).…”

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“…De leur côté, les familles sont soucieuses de faire débuter au plus tôt la scolarité de leur enfant, soutenant une préprimarisation des activités et s'orientant sans réserve vers le privé. Les familles de la classe moyenne, ou celles qui aspirent à y appartenir, sont soucieuses de montrer leur souhait de ne pas entrer dans un système public jugé défaillant et de se distinguer des familles plus pauvres (Majumdar, Mooij, 2011). Les familles les plus modestes qui font l'objet de l'article, sont également prêtes à de nombreux sacrifices financiers pour accéder à cette éducation privée qui apparaît comme un instrument privilégié de mobilité sociale (LaDousa, 2007 ;Ponceaud Goreau, 2015a, 2015b, 2017.…”

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Les pratiques des professionnelles de la petite enfance en Inde du Sud

Goreau

2019

Émulations

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L'article propose de comprendre comment l'attitude des enseignantes du préscolaire au Tamil Nadu et à Pondichéry peut faire progresser les relations entre les familles et les institutions et valoriser les savoirs construits par les professionnelles. Tout d'abord, les étapes de la diffusion de la préscolarisation ainsi que la diversité des attentes exprimées vis-à-vis de l'école seront clarifiées dans le contexte particulier de l'Inde du Sud. Ensuite, l'article s'intéressera plus particulièrement à la manière dont les enseignantes du préscolaire créent un lien avec les familles et comment elles construisent des compétences expérientielles.[Abstract] The first aim of this article is to understand how the preschool teacher's posture can promote the link between families and institutions in Tamil Nadu and Pondicherry. The second aim is to value the knowledge developed by female teachers in preschools. First, the diffusion of preschooling as well as the diversity of expectations expressed towards the school in the particular context of South India are studied. Second, the article focuses on preschool teachers, their link with families and the construction of their professional practices.

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“…However, while parents may associate English with private schooling, the extent to which this may be borne out in practice is not always clear (Majumdar and Mooij 2011). School visits and informal conversations with teachers during fieldwork revealed that English was not a functional language within some schools at the lower end of the fee spectrum.…”

Section: Wants To Know What You Liked About the School When You Saw It For The First Time?]mentioning

confidence: 99%

School Education in India

2018

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Education and Inequality in India

Cited by 32 publications

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Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development

Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development

Les pratiques des professionnelles de la petite enfance en Inde du Sud

School Education in India

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