Literaturnachweis - Detailanzeige
Autor/in | Yunus, Reva |
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Titel | 'Labour Class' Children in Indian Classrooms: Theorizing Urban Poverty and Schooling |
Quelle | In: British Journal of Sociology of Education, 43 (2022) 1, S.104-119 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yunus, Reva) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2021.2003181 |
Schlagwörter | Foreign Countries; Poverty; Low Income Students; Role of Education; Urban Areas; Social Class; Social Bias; Political Issues; Socioeconomic Status; Student Characteristics; Teaching Methods; Teacher Behavior; Student Participation; Social Stratification; Public Schools; At Risk Students; Discipline; India Ausland; Armut; Bildungsauftrag; Urban area; Stadtregion; Social classes; Soziale Klasse; Politischer Faktor; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Zusammensetzung; Public school; Öffentliche Schule; Disziplin; Indien |
Abstract | This paper challenges (inter)national development narratives that propose schooling as a way out of poverty in the global South by interrogating poor children's experience of pedagogic and disciplinary processes in an Indian classroom. It also develops a theoretical framework to interrogate the relationship between urban poverty and classroom processes which attends to wider class and caste relations in the contemporary context of economic liberalism and 'political and social illiberalism'. Drawing upon parent interviews and ethnographic fieldnotes from a classroom in a state school it unpacks the term, 'labour class', used by teachers to refer to pupils' social background. Further, deploying the notion of 'deficit view' it shows how pedagogic practice, physical and verbal aggression experienced by pupils and pupils' struggles to engage with classroom teaching are shaped by realities of deeply stratified schooling, inadequate infrastructure in state schools and the relationship between 'labour class' communities and middle-class teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |