Heterogeneous middle-class and disparate educational advantage: parental investment in their children’s schooling in Dehradun,India

Abstract

The heterogeneity of the contemporary Indian middle-class has been discussed widely. However, the effect of its internal differences on the distribution of educational resources needs to be examined systematically. Drawing upon in-depth interviews with parents in 53 middle-class families in Dehradun, India, this paper explores three aspects of the home-school relationship: how socioeconomic transformations shape parents’ aspirations for their children’s future, educational decisions parents make to realise those aspirations, and mothers’ engagement in their children’s everyday schooling. The tripartite analysis reveals that despite sharing common educational goals and strategies with the population in general, middle-class families in India use their class privilege to gain valuable educational resources. The paper argues that the discrepancy in the mobilisation of accumulated resources in the heterogeneous middle-class results in disparate educational advantages across families. It critiques the binary construction of social classes when explaining the processes of social reproduction in contemporary Indian society.     

Different Pronunciation Features of “TH” in China and India's Official News

English is the most widely spoken language in the world.However,people from different countries usually have different accent when they speak English.Though English is India’s official language,there are much interesting phenomenon in Indian’s English speaking,of which we are quite fond.Therefore,we start to compare the English accent of Indian with that of China.This essay is written to study the difference"th"pronunciation between China and India’s offi cial news.     

美国印裔族群与印度侨汇的发展

美国印裔族群因其内部构成的精英性和近年来取得的重大成就而备受关注。随着印度自由化改革的深入发展,在强烈文化价值认同的推动下,他们向祖籍国输送的侨汇亦迅速增多,并于上世纪90年代下半期开始逐渐占据了印度侨汇收入的首要地位,从而为印度经济和社会的发展作出了重要的贡献。     

印度软件产业发展的经济学分析

印度作为低收入的发展中大国,从理论上讲应该立足于国内市场,发展劳动密集型产业。然而印度却在近年内迅速走到了世界计算机软件产业的前列。从产业特点来看,飞速发展的印度软件业是出口导向的产业,也是人力资本密集的产业。这表明印度既抓住了国际市场上发达国家软件及服务需求不断扩大的机遇,又充分利用人口大国丰富而低廉的人力资源优势,因而能在发达国家主导的知识密集型产业领域占据有利地位。这为发展中国家如何在知识经济时代利用本国的比较优势促进经济发展提供了有益的启示。     

印度文学典籍中的寡妇形象

在雅利安人入侵之前,印度大部分地区处于母系社会,妇女地位崇高。即便到吠陀时代,印度寡妇也并没有受到特别严厉的迫害;史诗时代到中世纪早期,是印度妇女地位急剧下降的时期,萨提逐渐成为印度传统的一部分,但同时印度的妇女自我解放运动也声势浩大;在现代,印度本土开明知识分子主张废除寡妇萨提传统,保护寡妇权益,寡妇的地位有所改善。这些都颠覆了当下西方主流知识分子所谓“西方殖民印度是印度底层与妇女解放开端”的结论。     

Uncomfortable encounters between elite and “shadow education” in India—Indian Institutes of Technology and the Joint Entrance Examination coaching industry

India’s elite sector of engineering universities, Indian Institutes of Technology (IITs), are seen as safe gateways to a life in the politically hyped “new India” of the global knowledge economy. The Indian entrance exam coaching industry each year enrolls hundreds of thousands of students in classes strictly directed at “cracking” the institutes’ famous Joint Entrance Examination (JEE). Vast majorities of students at IITs are by now former coaching students, and coaching is increasingly supplanting performance in secondary education as the perceived prerequisite for IIT admission. This poses serious questions about the ability of the institutions to autonomously steer student selection and recruit the select exceptional students whom until now have kept “IITians” in the center of imaginaries of India’s future. This article explores the case of residential pre-entrance exam coaching to assess the coaching sector’s role in shaping India’s future technological leaders. It assesses the educational structure of the sector, its effect on student lives, the life aspirations it relies on, and how it is shaping IIT education itself. The case of entrance exam coaching in India, it is argued, prompt a reassessment of the concept of “shadow education” in order to begin a more thorough research agenda focused on the educational production and policy consequences of this “shadow” industry as an integrated (even if unwanted) and co-constitutive part of the higher education sector.     

The impact of aid on education policy in India

In the early 1990s, large numbers of children in India remained out of school. International commitments to achieve education for all (EFA) globally meant that India was an important case for donors. India was pressed to accept aid for primary education, and agreed with some reluctance. Although subsequent donor involvement was substantial and influenced aspects of both policy implementation and management, it is shown that Indian education policy priorities remained self-determined. The Government of India – though falling short of securing universal education for its children – succeeded in using external resources and expertise in ways which suited its own purposes, whilst minimising external impact on policy development. The politics and economics of this process are discussed.     

Parental involvement in literacy development: using media texts

This paper reports on a small‐scale project which aimed to build upon the existing home literacy practices of a group of three‐ and four‐year‐old children living in the UK. The purpose of the project was to develop literacy materials and resources which could be borrowed from nursery and used within the home to promote children’s literacy development. Children’s informal literacy practices at home were identified using literacy diaries, which 18 families completed over a four‐week period. These documented children’s reading of both printed and televisual texts. In addition, interviews were conducted with 15 parents and carers. The paper reports on the findings from this stage of the project, which indicate that much of children’s reading was focused on popular cultural and media texts. Media boxes were developed as a literacy resource for use by parents and children in the home. The use of these media boxes by three families was documented and the initial findings, which suggest that the use of such resources draws on families’ cultural capital, discussed.     

Feminist pedagogy and social media: a study on their integration and effectiveness in training budding women entrepreneurs

The Constitution of India ensures equal treatment to all its citizens without any discrimination. On the contrary, the patriarchal roots of the Indian society have subjected women to experience severe inequalities. This has resulted in a wide gender gap, which has been perceived to affect all the facets of a woman’s life. The field of entrepreneurship is also witnessing an intensified gender gap due to the lack of adequate education/appropriate training among budding women entrepreneurs. To bring out more successful entrepreneurs, an empowering learning system is an indispensable need. Hence, the present experimental study aims to build and analyse the effectiveness of an innovative learning environment incorporating feminist pedagogy and the social web. Feminist pedagogy – a democratic system that facilitates active, collaborative and communal learning – was adopted for offering entrepreneurial training. For reaching the socially oppressed and geographically diverse Indian women, Facebook was used as a virtual learning system.     

The corporal punishment ban in schools: Teachers’ attitudes and classroom practices

This study examines Indian teachers’ perceptions of corporal punishment (CP), the reasons why CP still persists despite a ban, and the ways in which CP controversy reflects on social climate of the schools. Drawing from literature on custodial views of pupil control and systems theories, this qualitative study primarily uses observations and interviews to examine teachers’ perceptions related to use of CP in Delhi, India. Based on the data analysis this study concludes that alternatives to CP and successful implementation of the CP ban depend on compatibility between local and national sociocultural norms, teachers’ attitudes and beliefs towards the policies’ objectives, and the availability of resources. This study helps with understanding educator’s perception of corporal punishment as a disciplinary tool to spur meaningful action and change in the society. Additionally, this study creates a context for the policy-makers to develop equitable policies capable of helping teachers effectively to deal with students’ misbehaviour and creating safe learning environments.     

‘Say everything’: exploring young people's suggestions for improving sexuality education

This paper examines the recent controversies surrounding the decision to introduce sex education in secondary schools in India to combat the rapid spread of HIV and AIDS in the country. While 11 Indian states have banned it, the Left-ruled state of West Bengal has designed a teachers' manual to impart sex education. However, a close analysis of this material shows that it suffers from the same anxieties about ‘western licentiousness’ that will affect ‘pure’ Indian youth and delivers the same message of sexual abstinence that characterizes the arguments deployed against the teaching of sex education. Both the proponents and opponents of sex education see sex education as a part of a larger programme of globalization that is threatening Indian culture and needs to be resisted either by rejecting the programme or by using it to construct a sexually abstinent nationalist youth force.     

Inclusive Education in India: International concept,national interpretation

This article examines education of children belonging to marginalised groups, with particular reference to children with disabilities, within the Indian context. Based on an analysis of post‐independence Government documents, various educational provisions made available for children with disabilities are discussed. It explores the Indian Government’s focus on the development of special schools, its efforts towards integration, and the more recent emphasis on inclusive education. Furthermore, it attempts to elucidate “inclusive education” as understood in various official documents. The article concludes by arguing for a need to develop a contextual understanding of inclusive education that is reflective of current educational concerns in India.     

‘Education makes you have more say in the way your life goes’: Indian women and arranged marriages in the United Kingdom

This paper explores Indian women’s views on arranged marriages in the United Kingdom. It is based on research carried out with 32 Indian women studying at a university in the South East of England, UK. The article draws on Wenger’s social theory of learning to explore how Indian women’s participation in communities of practice in higher education contributes to their participation in arranged marriages. The concept of ‘social capital’ is used to discuss how women are able to negotiate their participation in arranged marriages, It is used to examine the knowledge and identity resources that women develop through their participation in higher education, which provides them with the means from which to develop the necessary ‘bridging ties’ leading to their active participation in the wider South Asian community.     

Engaging in vocabulary learning in science: the promise of multimodal instruction

To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared.     

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US

This study compared the financial literacy and teaching practices of 82 early and elementary teachers in India and US using a 43-item survey. Analysis showed that financial literacy of Indian teachers was lower than their American counterparts. Teachers in India enjoyed teaching financial literacy more than teachers in the US. Indian teachers received more professional development training than American teachers. Indian teachers reported using the school store, children’s literature and pictorial worksheets while American teachers reported using learning centres, play money, fake credit cards, technology and games to teach financial literacy.     

Psychological responses to reservation-based discrimination: A qualitative study of socially marginalized youth at a premier Indian university

Given the history of caste politics in India, it is not surprising that the socially marginalized students face discrimination, especially after the introduction of the reservation policy (affirmative action) in educational institutes. Our qualitative study, informed by Meyer’s Minority Stress model, analysed in-depth interviews with 30 undergraduate students, 3 faculty members, and 4 administrative officials at a premier Indian university to examine the psychological wellbeing of the reserved category students. We analysed how the discrimination processes contributed to students’ poor academic performance, low self-esteem, and weak motivation. Student group affiliations and university resources created a supportive environment for the socially marginalized, despite a small risk of stigmatization due to enrolment in a few campus support-programs. Moreover, there existed a palpable frustration among the socially privileged students, resulting in discriminatory attitudes against reserved categories but not “lower” caste. Our findings call for the attention of college administrators, policymakers, and the society at large to ensure that well-intended social justice policies are efficiently implemented, to deliver justice to the underprivileged students of India.     

The identity of educated women in India: confluence or divergence?

Under the combined effects of commercialisation, urbanisation, migration and employment, significant changes are taking place in India’s process of modernisation. One change is the emergence of a population of women with degrees in higher education. These degrees, and the individuals’ desire to pursue professional positions that relate to their education, may influence the ways in which women perceive their identity. This study explores the situations and circumstances of college‐educated Indian females’ identity and illuminates the complexities and consequences of the university‐educated Indian woman’s life. Twenty‐five women from different parts of India were interviewed. The findings, which emerged by marital status, showed identities of single women appeared to be influenced by their interest to maintain a positive attitude about life, develop cognitive intelligence that relates to an interest, and explore the meanings of and learn independence. The identity of married, divorced and widowed women appeared to be affected by their goal to pursue an interest; need to balance personal interests and family responsibilities; and obligation to live in an extended family. The results are discussed in the context of shifting roles of women and the adoption of multifaceted identities.     

DAS KOMENSKY‐JAHR

The English social and educational reformer, Mary Carpenter, became involved in the imperialist venture in India in the 1860s and 1870s. Imbued with liberal, anti‐racist attitudes, she was drawn to India particularly because of gender interests. Inspired by and working with Indian reformers, she was apparently welcomed on her four visits to India where her own ideas on women's rights were further developed. In England she eagerly publicised her experiences and strove, with some success, to achieve her interpretation of what Indian reformers desired. How far Mary Carpenter actually could understand the Indian situation, how far her liberalism in fact was touched by cultural imperialism and class attitudes — her own ethnicity as an Englishwoman — indeed, are examined here. It will be seen that to understand fully racial and imperial attitudes of late nineteenth century England it is crucial to interrelate gendered notions with them.

     

《艰辛与辉煌》的写作缘由和架构

基于现有历史资料,梳理出从新民主主义到中国特色社会主义发展历程中的经济体制变革的脉络,使读者认识到中国共产党对强国富民之制的艰辛探索和执着追求,认识到没有共产党就没有新中国,没有中国特色社会主义道路就没有中国今天的富强。     

Sending children to school ‘back home’: Multiple moralities of Punjabi Sikh parents in Britain

This article explores how Punjabi Sikh parents in Britain try to produce ‘good children’ through moral reasoning about their schooling. Parents compare schooling in Britain with India and sometimes wonder about sending their children to school ‘back home’, in the hope of immersing them in Indian culture, traditions and language. The ethnographic material comes from a study of Indian Punjabi transnationalism involving fieldwork in the West Midlands and 72 interviews with parents, grandparents and young people. I first explore the views of parents and grandparents who advocate sending children to school in India. Then, focusing on two mothers, I explore the moral dilemmas that resulted from sending their children ‘back home’. The article demonstrates the value of Zigon’s theories on moral pluralism, and explores dynamics of gender, generation and class.