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Based on ethnographic research conducted in an urban, coeducational school, this book challenges the modernist, Eurocentric and ahistorical understandings of childhood that prevail in educational policy-making in India, offering a contextualised account of childhood through an engagement with 'poor' children's lives at home and school.
Based on ethnographic research conducted in an urban, coeducational school, this book challenges the modernist, Eurocentric and ahistorical understandings of childhood that prevail in educational policy-making in India, offering a contextualised account of childhood through an engagement with 'poor' children's lives at home and school.
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Reva Yunus is Lecturer in Education and Social Justice in the Department of Education at the University of York, UK.
Inhaltsangabe
Dedication Table of contents Acknowledgments 1. Making a case for sociological accounts of childhood, labour and schooling 2. Theorising the link between educational and socioeconomic inequalities 3. Poverty and poor children's schooling in development discourses 1. The 'girl effect' 4. Informal work 1. A note on the term, 'labour class' 5. Methods 6. Organisation of the book 7. Theorising intersections: poverty, patriarchy and urban children's schooling in India 8. Socioeconomic and educational stratification and access to schooling 1. Stratification, participation and access 2. Decision-making within families 9. Classroom processes, experience and social relations 1. Teacher attitudes and discrimination 2. Welfare, poverty and social class difference 10. Theoretical framework 1. Childhood, the school/labour binary and political economy 2. Caste, class and informal work 3. Poverty, gendered work and social reproduction 4. Caste patriarchy and children's lives 11. Contributions 12. Labour class students and their families: a look at urban lives and labours 13. Introduction 14. Migrating to Indore 1. Children migrating without parents 15. Labour class parents' work 1. OBC families 2. SC families 16. Children's gendered work 1. Boys' work 2. Girls' work 17. Conclusion 18. Ghar, bahar and the gendered place of school in children's lives 19. Introduction 20. Ghar: Why school is dearer than home 1. (Un)freedom: village versus city 2. (Un)freedom: no bargains within patriarchy 3. (Un)freedom: when protecting becomes policing 21. Bahar: What could be more important than school? 1. The rewards of (waged) work 2. The reward is in recognition: jaan-pehchan 22. Conclusion: Gendered and classed significance of school 23. 'Sarkari skool', 'sarkari bacche': unpacking the narrative of deficiency 24. Introduction 25. The 'sarkari' school 1. Overview of infrastructure, facilities and routine 2. What is 'sarkari' about the school? 26. Teachers' 'deficit view' of labour class children 1. Differences between teachers' practices 27. Challenging the deficit view 1. Labour class parents' struggles and strategies 2. Labour class pupils' struggles and efforts 28. Conclusion 29. The hidden moral curriculum for 'labour class' children 30. Introduction 31. Disciplining the welfare-dependent labour class 32. Keeping labour class children 'clean' 1. Countering the narrative, cleaning the school 33. For the love of caste patriarchy: policing clothes, space and interaction 1. Constructing and negotiating labour class femininities 2. Policing techniques in the classroom 3. Negotiating gender policing 34. Conclusion 35. Schooling, social inequality and impossibilities of change 1. Children in families 2. Children in classrooms 3. Conclusion References Index
Dedication Table of contents Acknowledgments 1. Making a case for sociological accounts of childhood, labour and schooling 2. Theorising the link between educational and socioeconomic inequalities 3. Poverty and poor children's schooling in development discourses 1. The 'girl effect' 4. Informal work 1. A note on the term, 'labour class' 5. Methods 6. Organisation of the book 7. Theorising intersections: poverty, patriarchy and urban children's schooling in India 8. Socioeconomic and educational stratification and access to schooling 1. Stratification, participation and access 2. Decision-making within families 9. Classroom processes, experience and social relations 1. Teacher attitudes and discrimination 2. Welfare, poverty and social class difference 10. Theoretical framework 1. Childhood, the school/labour binary and political economy 2. Caste, class and informal work 3. Poverty, gendered work and social reproduction 4. Caste patriarchy and children's lives 11. Contributions 12. Labour class students and their families: a look at urban lives and labours 13. Introduction 14. Migrating to Indore 1. Children migrating without parents 15. Labour class parents' work 1. OBC families 2. SC families 16. Children's gendered work 1. Boys' work 2. Girls' work 17. Conclusion 18. Ghar, bahar and the gendered place of school in children's lives 19. Introduction 20. Ghar: Why school is dearer than home 1. (Un)freedom: village versus city 2. (Un)freedom: no bargains within patriarchy 3. (Un)freedom: when protecting becomes policing 21. Bahar: What could be more important than school? 1. The rewards of (waged) work 2. The reward is in recognition: jaan-pehchan 22. Conclusion: Gendered and classed significance of school 23. 'Sarkari skool', 'sarkari bacche': unpacking the narrative of deficiency 24. Introduction 25. The 'sarkari' school 1. Overview of infrastructure, facilities and routine 2. What is 'sarkari' about the school? 26. Teachers' 'deficit view' of labour class children 1. Differences between teachers' practices 27. Challenging the deficit view 1. Labour class parents' struggles and strategies 2. Labour class pupils' struggles and efforts 28. Conclusion 29. The hidden moral curriculum for 'labour class' children 30. Introduction 31. Disciplining the welfare-dependent labour class 32. Keeping labour class children 'clean' 1. Countering the narrative, cleaning the school 33. For the love of caste patriarchy: policing clothes, space and interaction 1. Constructing and negotiating labour class femininities 2. Policing techniques in the classroom 3. Negotiating gender policing 34. Conclusion 35. Schooling, social inequality and impossibilities of change 1. Children in families 2. Children in classrooms 3. Conclusion References Index
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