ERIC Number: EJ1205158
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Engaging with Social Inclusion through RTE: A Case Study of Two Private Schools in Delhi, India
Sucharita, V.; Sujatha, K.
International Journal of Inclusive Education, v23 n3 p313-327 2019
The provision of 25% reservations in private schools under Right to Education Act (RTE) for children belonging to weaker sections and disadvantaged groups has garnered much debate among researchers as well as the common people in India. The overarching goal of such provision is to promote social inclusion that recognises the diversity of children and makes the disadvantaged and culturally distinct groups to be equal members of the society. There are several apprehensions prevailing around this provision as to who avails this provision, how did the schools respond to such provision and the ways teachers negotiated with the diversity in the classrooms. The present paper, based on the empirical study of two private schools in Delhi, reflects on the same. It also tries to put forth the perspectives of school principals, teachers, parents and children towards this provision.
Descriptors: Inclusion, Private Schools, Case Studies, Social Integration, Administrator Attitudes, Teacher Attitudes, Foreign Countries, Disadvantaged, Cultural Differences, Social Differences, Teacher Student Relationship, Classroom Techniques, Student Attitudes, Social Class, Educational Legislation, Civil Rights, Parent Attitudes, Secondary School Students, English (Second Language), Language of Instruction, Institutional Characteristics, Student Characteristics
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: India