Vijitha Rajan
Biographic Data
| ID | 3099616 |
|---|---|
| NAME | Vijitha Rajan |
| GIVEN NAMES | Vijitha |
| FAMILY NAME | Rajan |
| SIGNATURE | RAJAN V |
| AFFILIATIONS | Azim Premji University |
| ORCID | 0000-0001-7695-7245 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Experiencing Education at the Margins of the City
Through the ethnographic study of urban margins, this article explores the questions of statecraft that involve evoking aesthetic governmentality to ascribe illegalities onto the informalities of the margins. With an aim to understand the lived experiences of children, the article examines the role that education plays in maintaining the unequal urban order, and how it exists as a potent site for exploring the order-making function of the state. …
Migrant Childhoods and Temporalities in India
Temporality is recognized as critical to the understanding of childhoods by contemporary scholars of childhood. This paper explores the varying temporalities through which marginal childhoods (and their educational inclusion), particularly those situated in contexts of temporary internal migration, are constructed in the Indian context. Drawing on ethnographic data from the city of Bangalore, this paper problematizes how dominant ideals around mi…
Shed', 'shed makkalu', and differentiated schooling
‘Shed makkalu’ (literally translated as ‘shed children’) is a phrase frequently used by NGO functionaries to identify children (from temporarily migrating families) living in ‘shed’ houses (made of either tarpaulin or tin sheets) situated in the squatter settlements of the Indian city of Bangalore. Temporary migrants in India belong to marginalised socio-economic strata of society and face multiple inequalities in both source and destination area…
Migrant childhoods and schooling in India
Modern schooling systems operate through normative and sedentary framings of childhood, within which migrant childhoods get constructed as outliers. This paper problematizes the discriminatory ways in which such a system operates. The inclusionary mechanisms adopted to ‘mainstream’ ‘hard to reach’ migrant children into formal schools do not address the fundamental spatio-temporal modalities of modern schooling. This complicates the relationship b…
Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia
In-country migration is widespread in South Asia, and the region hosts the world’s largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mob…
Inhabiting ‘childhood’
Child rights and formal schooling are frequently taken-for-granted discourses by policy-makers, scholars and the general public alike. Balagopalan, in this book, places under scrutiny the discourse
Migrant childhoods and schooling in India
Modern schooling systems operate through normative and sedentary framings of childhood, within which migrant childhoods get constructed as outliers. This paper problematizes the discriminatory ways in which such a system operates. The inclusionary mechanisms adopted to ‘mainstream’ ‘hard to reach’ migrant children into formal schools do not address the fundamental spatio-temporal modalities of modern schooling. This complicates the relationship b…
Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia
In-country migration is widespread in South Asia, and the region hosts the world’s largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mob…
Inhabiting ‘childhood’
Child rights and formal schooling are frequently taken-for-granted discourses by policy-makers, scholars and the general public alike. Balagopalan, in this book, places under scrutiny the discourse
Shed', 'shed makkalu', and differentiated schooling
‘Shed makkalu’ (literally translated as ‘shed children’) is a phrase frequently used by NGO functionaries to identify children (from temporarily migrating families) living in ‘shed’ houses (made of either tarpaulin or tin sheets) situated in the squatter settlements of the Indian city of Bangalore. Temporary migrants in India belong to marginalised socio-economic strata of society and face multiple inequalities in both source and destination area…
Inhabiting ‘childhood’
Child rights and formal schooling are frequently taken-for-granted discourses by policy-makers, scholars and the general public alike. Balagopalan, in this book, places under scrutiny the discourse
Migrant childhoods and schooling in India
Modern schooling systems operate through normative and sedentary framings of childhood, within which migrant childhoods get constructed as outliers. This paper problematizes the discriminatory ways in which such a system operates. The inclusionary mechanisms adopted to ‘mainstream’ ‘hard to reach’ migrant children into formal schools do not address the fundamental spatio-temporal modalities of modern schooling. This complicates the relationship b…
Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia
In-country migration is widespread in South Asia, and the region hosts the world’s largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mob…
Shed', 'shed makkalu', and differentiated schooling
‘Shed makkalu’ (literally translated as ‘shed children’) is a phrase frequently used by NGO functionaries to identify children (from temporarily migrating families) living in ‘shed’ houses (made of either tarpaulin or tin sheets) situated in the squatter settlements of the Indian city of Bangalore. Temporary migrants in India belong to marginalised socio-economic strata of society and face multiple inequalities in both source and destination area…
Migrant Childhoods and Temporalities in India
Temporality is recognized as critical to the understanding of childhoods by contemporary scholars of childhood. This paper explores the varying temporalities through which marginal childhoods (and their educational inclusion), particularly those situated in contexts of temporary internal migration, are constructed in the Indian context. Drawing on ethnographic data from the city of Bangalore, this paper problematizes how dominant ideals around mi…
Experiencing Education at the Margins of the City
Through the ethnographic study of urban margins, this article explores the questions of statecraft that involve evoking aesthetic governmentality to ascribe illegalities onto the informalities of the margins. With an aim to understand the lived experiences of children, the article examines the role that education plays in maintaining the unequal urban order, and how it exists as a potent site for exploring the order-making function of the state. …
Gender Studies (5 works) · Poverty, Education, and Child Welfare (5 works) · Sociology (5 works) · Political science (4 works) · Children's Rights and Participation (3 works) · Epistemology (3 works) · Ethnography (3 works) · Gender Studies (3 works) · Geography (3 works) · Situated (3 works)