School Education, Pluralism and Marginality: Comparative Perspectives
Education is an enabling factor , which facilitates not only economic betterment but also human freedom. However, for the marginalised Dalits and tribals in India, the Mapuche in Chile, the M ori in Aotearoa New Zealand, as well as women in most parts of the world basic education remains a challenge not only due to lack of access, but also because the pedagogy of mainstream education alienates the marginalised. The editors and contributors of School Education, Pluralism and Marginality argue that school education must be conceptualised keeping in mind the material, social, and life experiences of marginalised groups. They strongly argue that pluralism and social inclusion should be the core principles of the pedagogic conceptual framework, practices and processes of school education across the world. Divided into four sections, this volume brings together international perspectives on education from the USA, UK, Europe, South Africa, New Zealand and Sri Lanka, among others, with a focus on India. It probes into the realities of the formal schooling system and the hegemonies that exclude children of the marginalised communities. It also explores the relationships between school education, labour processes, and differential opportunities and their outcomes. Importantly, the contributions in this volume suggest measures for developing inclusive teaching and learning methods and practices, and present models for culturally responsive and inclusive schooling. This topical volume will be useful for students and scholars of education, culture studies, gender studies and Dalit studies. It will also be of interest to policy-makers and NGOs working in the area of education.
Sleeter, Christine; Bhushan Upadhyay, Shashi; Mishra, Arvind K.; and Kumar, Sanjay, "School Education, Pluralism and Marginality: Comparative Perspectives" (2012). Faculty-Authored Books. 46.