Unacknowledged Rights and Unmet Obligations: an Analysis of the 2009 Indian Right to Education Act

Thapliyal, Nisha

doi:10.1163/138819012x13323234709820

Cited by 9 publications

(7 citation statements)

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“…Others highlight the historical and ongoing work of social movements, and political movements and parties, pressuring governments and supranational agencies to institutionalise and deliver the universal right to education (e.g. Thapliyal 2012).…”

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confidence: 99%

Education in/for socialism: historical, current and future perspectives

Griffiths

Millei

2013

Globalisation, Societies and Education

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confidence: 99%

Education in/for socialism: historical, current and future perspectives

Griffiths

Millei

2013

Globalisation, Societies and Education

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“…Thus, the fulfillment of primary and secondary education includes all elements of education. Indonesia as a party to the ICESCR is bound to implement these provisions based on the international obligations contained therein (Thapliyal, N. 2012).…”

Section: Introductionmentioning

confidence: 99%

Indonesia's Role in Fulfilling the Right to Education Elementary and Intermediate in Border Areas

Itasari

Mangku

Yuliartini

et al. 2021

Int. J. Criminol. Sociol.

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The role of the state in carrying out educational development and in order to fulfill the right to education, especially primary and secondary education in border areas must be further enhanced. The state must be present among school-age children in border areas by manifesting itself in the form of appropriate and representative school buildings. The state must exist in the form of adequate educational support facilities. The state must be present in the form of teachers and education personnel who are sufficient in number and have competence. The state must be present in the form of budget politics that supports education development in border areas. The state must also be present in a curriculum that suits the needs of school-age children in border areas as well as enhances their national insight.

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“…Public education has always been a low priority for the state and ceased to be important all together with the advent of structural adjustment in the 1990s. Since then, education policy (national and local) has worked to weaken and privatise public education under the aegis of the World Bank and other neoliberal development institutions (Kumar, 2006; Thapliyal, 2012). In neoliberal India, schooling constitutes one of the key ‘privatised’ strategies by which the traditional and new/emerging middle-class negotiate the socio-economic changes associated with the expanding freedoms of a market economy (Fernandes, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Other historical milestones include minimum norms and standards for the recognition and regulation of all schools (government and private), the abolition of examinations until Class 12 and the banning of corporal punishment. One of the most controversial aspects of the Act related to the requirement of 25% reservations in Class 1 of all private schools for children from economically weaker and socially disadvantaged (EWSD) groups 2 (see also Thapliyal, 2012).…”

Section: Introductionmentioning

confidence: 99%

‘Let’s hear how students feel …’: Representations of schooling on news television in India

Thapliyal

2015

Global Studies of Childhood

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The aim of this article is to posit children as political beings and becomings in every aspect of their lives including schooling. This discussion explores the multiplicity of ways in which children actively make meaning about themselves in relation to the actors, institutions and discourses that constitute their lived worlds. It is empirically grounded in critical media analysis of two 2009 prime-time English language television news programmes about school reform. Both these programmes presented ‘what kids think’1 through interactions between a total of 22 private secondary school students and Human Resources Development Minister, Kapil Sibal. The analysis draws on a relational reading of the politics in childhood as constituted and enacted in the domain of schooling. In this context, it focuses on how children perceive and negotiate the subject positions and subjectivities presented to them by their families, the state and media. More specifically, this article argues that children are aware of and competent to engage with extent power relations and structures as represented in discourses of schooling.

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Unacknowledged Rights and Unmet Obligations: an Analysis of the 2009 Indian Right to Education Act

Cited by 9 publications

References 0 publications

Education in/for socialism: historical, current and future perspectives

Education in/for socialism: historical, current and future perspectives

Indonesia's Role in Fulfilling the Right to Education Elementary and Intermediate in Border Areas

‘Let’s hear how students feel …’: Representations of schooling on news television in India

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