Labour class’ children in Indian classrooms

Theorizing urban poverty and schooling

Bibliographic Data

ID11166451
AuthorsR Yunus (0000-0002-3266-2047, University of York, corresponding author)
Year2022
Volume43
Issue1
Pages104-119
Publication date2022-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Sociology of Education (JOURNAL)
Journal identifiersISSN: 0142-5692 • E-ISSN: 1465-3346
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01425692.2021.2003181
OpenAlexW3215745487
LanguageEN
Citations received6
References cited23

This paper challenges (inter)national development narratives that propose schooling as a way out of poverty in the global South by interrogating poor children’s experience of pedagogic and disciplinary processes in an Indian classroom. It also develops a theoretical framework to interrogate the relationship between urban poverty and classroom processes which attends to wider class and caste relations in the contemporary context of economic liberalism and ‘political and social illiberalism’. Drawing upon parent interviews and ethnographic fieldnotes from a classroom in a state school it unpacks the term, ‘labour class’, used by teachers to refer to pupils’ social background. Further, deploying the notion of ‘deficit view’ it shows how pedagogic practice, physical and verbal aggression experienced by pupils and pupils’ struggles to engage with classroom teaching are shaped by realities of deeply stratified schooling, inadequate infrastructure in state schools and the relationship between ‘labour class’ communities and middle-class teachers

Caste · Class (philosophy · Context (archaeology · Economic growth · Ethnography · Fieldnotes · Literacy · Pedagogy · Political science · Politics · Poverty · Social class · Social science · Sociology · State (computer science · Anthropology · Gender Studies · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare · Social and Economic Development in India

Tools

Open DOIOpen Access