Schooling and well-being in postcolonial societies

Bibliographic Data

ID11920118
AuthorsVikas Maniar (Azim Premji University, corresponding author)
Year2021
Volume53
Issue1
Pages142-158
Publication date2021-02-15
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2021.1884968
OpenAlexW3132745413
LanguageEN
References cited23

Well-being is realised through the interaction of the individual’s desires and capacities, and external contexts. Contexts in postcolonial societies diverge from the assumptions of functioning liberal democratic states and capitalist economies often assumed in theories of schooling. Instead, these contexts are characterised by poverty and inequality, cultural diversity, and ongoing projects of state and nation-building. Through case studies of two rural communities in India and South Africa, this paper analyses the role of postcolonial contexts in shaping well-being opportunities through schooling in these contexts. It highlights the contested nature of this relationship in cultural, economic, and political spheres

Political science · Sociology · Early Childhood Education and Development · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare

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