Literaturnachweis - Detailanzeige
| Autor/inn/en | Mukhopadhyay, Rahul; Sriprakash, Arathi |
|---|---|
| Titel | Target-Driven Reforms: Education for All and the Translations of Equity and Inclusion in India |
| Quelle | In: Journal of Education Policy, 28 (2013) 3, S.306-321 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0268-0939 |
| DOI | 10.1080/02680939.2012.718362 |
| Schlagwörter | Foreign Countries; Access to Education; Network Analysis; Ethnography; Inclusion; Equal Education; Attendance Patterns; Academic Persistence; Academic Achievement; Context Effect; Educational Policy; Teacher Role; Educational Change; Educational Development; Out of School Youth; Remedial Instruction; Networks; India |
| Abstract | This paper critically examines the ways in which inclusion and equity are constituted through education development policies in India. Programmes implemented under global and national Education for All (EFA) policies have largely involved the quantification of "equity" whereby schooling processes are measured against broad targets for school outcomes--focused mainly on student attendance, retention and academic achievement. Drawing on perspectives from Actor Network Theory, the paper puts forward the view of development reforms as "networks of translation" in order to trace the shifts and vicissitudes of educational ideals. Reporting on ethnographic data of two reforms in the south Indian state of Karnataka, we show how narrow understandings of equity are produced through target-driven approaches to EFA. In doing so, the paper highlights the performative effects of education development policy and its potentially counterproductive consequences in contexts of poverty and marginalisation. (Contains 1 figure and 7 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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