Engaging with Social Inclusion through RTE: A Case Study of Two Private Schools in Delhi, India

Autor/inn/en	Sucharita, V.; Sujatha, K.
Titel	Engaging with Social Inclusion through RTE: A Case Study of Two Private Schools in Delhi, India
Quelle	In: International Journal of Inclusive Education, 23 (2019) 3, S.313-327 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1430179
Schlagwörter	Inclusion; Private Schools; Case Studies; Social Integration; Administrator Attitudes; Teacher Attitudes; Foreign Countries; Disadvantaged; Cultural Differences; Social Differences; Teacher Student Relationship; Classroom Techniques; Student Attitudes; Social Class; Educational Legislation; Civil Rights; Parent Attitudes; Secondary School Students; English (Second Language); Language of Instruction; Institutional Characteristics; Student Characteristics; India + Suchen Sie Ihr Suchwort? Inklusion; Private school; Privatschule; Case study; Fallstudie; Case Study; Soziale Integration; Lehrerverhalten; Ausland; Kultureller Unterschied; Sozialer Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Schülerverhalten; Social classes; Soziale Klasse; Bildungsrecht; Schulgesetz; Bürgerrechte; Grundrechte; Zivilrecht; Elternverhalten; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Indien
Abstract	The provision of 25% reservations in private schools under Right to Education Act (RTE) for children belonging to weaker sections and disadvantaged groups has garnered much debate among researchers as well as the common people in India. The overarching goal of such provision is to promote social inclusion that recognises the diversity of children and makes the disadvantaged and culturally distinct groups to be equal members of the society. There are several apprehensions prevailing around this provision as to who avails this provision, how did the schools respond to such provision and the ways teachers negotiated with the diversity in the classrooms. The present paper, based on the empirical study of two private schools in Delhi, reflects on the same. It also tries to put forth the perspectives of school principals, teachers, parents and children towards this provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01