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Literacies and Discourses of Development Among the Rabaris of Kutch, India
In: The journal of development studies, Band 44, Heft 6, S. 863-879
ISSN: 1743-9140
Literacies and Discourses of Development Among the Rabaris of Kutch, India
In: The journal of development studies: JDS, Band 44, Heft 6, S. 863-879
ISSN: 0022-0388
Chronic Poverty and Education: A Review of Literature
In: Chronic Poverty Research Centre Working Paper No. 131
SSRN
The doublespeak of 'leave no one behind': implications for religious inequality in Hindu and Muslim pastoralist communities in India
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development
World Affairs Online
Connecting families with schools: the bureaucratised relations of 'accountability' in Indian elementary schooling
In: Third world quarterly, Band 43, Heft 8, S. 1875-1895
ISSN: 1360-2241
The Social Contract and India's Right to Education
In: Development and change, Band 53, Heft 4, S. 888-911
ISSN: 1467-7660
ABSTRACTIndia's 2009 Right of Children to Free and Compulsory Education (RTE) Act presents an idealized social contract which assigns roles to multiple actors to uphold a mutual duty, or collective responsibility, to secure children's access to a quality school education. This article explores how the social contract assumed by the RTE Act misrepresents the conditions required to enact mutual responsibilities as well as actors' agreement to do so. Qualitative data from Bihar and Rajasthan show how state actors, parents, community groups and teachers negotiate and contest the RTE Act norms. The analysis illuminates the unequal conditions and ever‐present politics of accountability relations in education. It problematizes the idealization of the social contract in education reform: it proposes that if the relations of power and domination through which 'contracts' are entered into remain unaddressed, then expressions of 'mutual' responsibility are unlikely to do other than reproduce injustice. It argues that policy discourses need to recognize and attend to the socially situated contingencies of accountability relations, and that doing so would offer an alternative pathway towards addressing structural inequalities and their manifestations in education.
Literacies, identities and social change: interdisciplinary approaches to literacy and development
In: The journal of development studies: JDS, Band 44, Heft 6, S. 769-912
ISSN: 0022-0388
World Affairs Online