Education in a 'Ghetto'

The Paradoxes of a Muslim-Majority School
1. Auflage 2023
ISBN: 978-1-032-29141-3
Verlag: Routledge India

Buch, Englisch, 216 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 496 g

In her compelling journey with a government-aided, Muslim-majority school of (old) Delhi, a manager discovers structures of power, politicking, conflict and harmony. This book explores how teachers, administrators and students of low-income and disadvantaged communities navigate limited opportunities and resources. It examines the socio-economic-cultural background of students, institutional rituals and practices, and the impact of power relations in neo-liberal contexts on the worker-children. It uncovers the power and privilege of those in authority and elucidates how bureaucratic systems in state-run schools tend to overlook the interests and circumstances of students, thus perpetuating their subalternity.

Education in a “Ghetto” will be of interest to educationalists, sociologists, historians, political scientists, developmentalists or just about anybody interested in the interface of state, society, and education.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Farooqui, Farah Javed

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Regionalwissenschaften, Regionalstudien
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Acknowledgements

Introduction

PART I

School organisation and leadership

1 An introduction to the School

2 The many facets of power

PART II

The children’s context

3 Children of labourers, working children, and vicissitudes of the market

PART III

Children, children’s groups, and teachers’ perceptions

4 Different groups of children

5 Religious education

6 Maintenance of boundaries

PART IV

School functioning and changes

7 The School Gender Committee and its many paradoxes

8 Disciplining the children

9 The ordinary school calendar begets significant changes

Conclusion

References

Index

Über Autor(innen)

Farah Farooqi is Professor of Education in the Faculty of Education at Jamia Millia Islamia, Delhi, India. Previously, she worked for eight years at the Department of Elementary Education, Lady Sri Ram College, University of Delhi. Her research interests include education, school and community ethnographies, issues of identity, marginalization, ghettoization, and cultural politics.