Maya Kalyanpur
Biographic Data
| ID | 244472 |
|---|---|
| NAME | Maya Kalyanpur |
| GIVEN NAMES | Maya |
| FAMILY NAME | Kalyanpur |
| SIGNATURE | KALYANPUR M |
| AFFILIATIONS | Towson University |
| ORCID | 0000-0002-6295-4075 |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Self-reflexivity as a methodological framework for conducting research in inclusive education in the global South
Politics of English Language Education and Social Inequality
Disrupting the Narrative of Universality of Inclusive Education
The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as learning disabled. The paper calls for a “de-colonial resistance” that incorporates indigenous knowled…
Paradigm and paradox
In keeping with international guidelines and to meet the target of Education for All (EFA) by 2015, the Cambodian government, with assistance from non‐government and aid organisations, has instituted several initiatives towards including children with disabilities in the educational mainstream. This paper examines these efforts within the context of current socio‐political development and the general educational system in Cambodia, and argues tha…
Improving adult learning and professional development in a post-conflict area
Immigrant Narratives
As of 2008, about 23% of children in the United States were immigrants or the children of immigrants. This paper examines how immigrants are portrayed in books aimed at teenagers. From a sample of 20 young-adult novels we look at the demographics of both protagonist and author and examine how three main themes are addressed: 1) experiences prior to immigration, 2) journeys of immigration, and 3) adjustments due to immigration. Finally, we explore…
Equality, quality and quantity
Despite government efforts to provide services for children with disabilities in line with recommendations from international aid agencies, the 2003 Census of Individuals with Disabilities found that over 90% remain unserved. This paper identifies some of the limitations of these efforts in the context of the census findings, with particular reference to the issues of under‐representation of specific groups and identification. The 2003 Education …
The Influence of Western Special Education on Community-based Services in India
The article examines the consequences of the transfer of Western special education technology to India. Looking specifically at the policies of community integration and integrated education, it presents evidence that community-based services are unsuited to the local culture and analyses the implications of inappropriate programs for families of children with disabilities. Culturally responsive alternatives are discussed
Cultural Underpinnings of Special Education
This article identifies certain cultural assumptions that underlie special education policy and practice in the United States, and argues that unawareness of cultural relativity contributes to considerable cross-cultural dissonance in working with families from diverse backgrounds. With regard to policy, the article argues that, despite an ideal of parental participation, the medical note on which the law is based frequently results in misunderst…
Empowering low-income Black families of handicapped children
A qualitative study of four black, low-income, single mothers used in-depth interviews and participant observation to evaluate their interactions with outreach agency professionals. Three perceived aspects (disrespect, focus on deficits, and discounting parenting style differences) were associated with exclusionary (unempowering) relationships. A reciprocal and supportive approach was associated with collaborative (empowering) relationships. Impl…
The Influence of Western Special Education on Community-based Services in India
The article examines the consequences of the transfer of Western special education technology to India. Looking specifically at the policies of community integration and integrated education, it presents evidence that community-based services are unsuited to the local culture and analyses the implications of inappropriate programs for families of children with disabilities. Culturally responsive alternatives are discussed
Cultural Underpinnings of Special Education
This article identifies certain cultural assumptions that underlie special education policy and practice in the United States, and argues that unawareness of cultural relativity contributes to considerable cross-cultural dissonance in working with families from diverse backgrounds. With regard to policy, the article argues that, despite an ideal of parental participation, the medical note on which the law is based frequently results in misunderst…
Equality, quality and quantity
Despite government efforts to provide services for children with disabilities in line with recommendations from international aid agencies, the 2003 Census of Individuals with Disabilities found that over 90% remain unserved. This paper identifies some of the limitations of these efforts in the context of the census findings, with particular reference to the issues of under‐representation of specific groups and identification. The 2003 Education …
Immigrant Narratives
As of 2008, about 23% of children in the United States were immigrants or the children of immigrants. This paper examines how immigrants are portrayed in books aimed at teenagers. From a sample of 20 young-adult novels we look at the demographics of both protagonist and author and examine how three main themes are addressed: 1) experiences prior to immigration, 2) journeys of immigration, and 3) adjustments due to immigration. Finally, we explore…
Paradigm and paradox
In keeping with international guidelines and to meet the target of Education for All (EFA) by 2015, the Cambodian government, with assistance from non‐government and aid organisations, has instituted several initiatives towards including children with disabilities in the educational mainstream. This paper examines these efforts within the context of current socio‐political development and the general educational system in Cambodia, and argues tha…
Empowering low-income Black families of handicapped children
A qualitative study of four black, low-income, single mothers used in-depth interviews and participant observation to evaluate their interactions with outreach agency professionals. Three perceived aspects (disrespect, focus on deficits, and discounting parenting style differences) were associated with exclusionary (unempowering) relationships. A reciprocal and supportive approach was associated with collaborative (empowering) relationships. Impl…
Cultural Underpinnings of Special Education
This article identifies certain cultural assumptions that underlie special education policy and practice in the United States, and argues that unawareness of cultural relativity contributes to considerable cross-cultural dissonance in working with families from diverse backgrounds. With regard to policy, the article argues that, despite an ideal of parental participation, the medical note on which the law is based frequently results in misunderst…
The Influence of Western Special Education on Community-based Services in India
The article examines the consequences of the transfer of Western special education technology to India. Looking specifically at the policies of community integration and integrated education, it presents evidence that community-based services are unsuited to the local culture and analyses the implications of inappropriate programs for families of children with disabilities. Culturally responsive alternatives are discussed
Equality, quality and quantity
Despite government efforts to provide services for children with disabilities in line with recommendations from international aid agencies, the 2003 Census of Individuals with Disabilities found that over 90% remain unserved. This paper identifies some of the limitations of these efforts in the context of the census findings, with particular reference to the issues of under‐representation of specific groups and identification. The 2003 Education …
Paradigm and paradox
In keeping with international guidelines and to meet the target of Education for All (EFA) by 2015, the Cambodian government, with assistance from non‐government and aid organisations, has instituted several initiatives towards including children with disabilities in the educational mainstream. This paper examines these efforts within the context of current socio‐political development and the general educational system in Cambodia, and argues tha…
Improving adult learning and professional development in a post-conflict area
Immigrant Narratives
As of 2008, about 23% of children in the United States were immigrants or the children of immigrants. This paper examines how immigrants are portrayed in books aimed at teenagers. From a sample of 20 young-adult novels we look at the demographics of both protagonist and author and examine how three main themes are addressed: 1) experiences prior to immigration, 2) journeys of immigration, and 3) adjustments due to immigration. Finally, we explore…
Disrupting the Narrative of Universality of Inclusive Education
The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as learning disabled. The paper calls for a “de-colonial resistance” that incorporates indigenous knowled…
Politics of English Language Education and Social Inequality
Self-reflexivity as a methodological framework for conducting research in inclusive education in the global South
Political science (8 works) · Sociology (8 works) · Pedagogy (6 works) · Psychology (5 works) · Economic growth (3 works) · Economics (3 works) · Inclusion (mineral (3 works) · Law (3 works) · Law (3 works) · Parental Involvement in Education (3 works)