Literaturnachweis - Detailanzeige
| Autor/inn/en | Dyer, Caroline; Rajan, Vijitha |
|---|---|
| Titel | Left Behind? Internally Migrating Children and the Ontological Crisis of Formal Education Systems in South Asia |
| Quelle | In: Compare: A Journal of Comparative and International Education, 53 (2023) 2, S.287-304 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| DOI | 10.1080/03057925.2021.1907175 |
| Schlagwörter | Foreign Countries; Migrant Children; Out of School Youth; Access to Education; Inclusion; Educational Policy; Childrens Rights; Human Capital; Traditional Schools; Nontraditional Education; Educationally Disadvantaged; Social Environment; Migrant Education; Asia |
| Abstract | In-country migration is widespread in South Asia, and the region hosts the world's largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mobile pastoralists and seasonal labour migrants illustrate that being 'left behind' is produced by intersecting norms of modernity, which formal education systems reproduce, via logics of rights, human capital and 'terms of inclusion'. Formal education systems are antithetical to mobility-dependent livelihoods, discount situated learning, and perpetuate unequal social relations. 'Alternative' education has done little to contest these norms and their productions. Terming this an 'ontological crisis' signals both the disjuncture between realities and Agenda 2030's moral exigencies, and the opportunity to act. (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 |
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