Engaging with social inclusion through RTE
A case study of two private schools in Delhi, India
Bibliographic Data
| ID | 12578672 |
|---|---|
| Authors | V Sucharita (0000-0002-7583-8401, Department of Educational Administration, National Institute of Educational Planning and Administration, New Delhi, India, corresponding author), K M Sujatha (National University of Educational Planning and Administration), K Sujatha (0000-0003-2417-0760, Department of Educational Administration, National Institute of Educational Planning and Administration, New Delhi, India) |
| Year | 2018 |
| Volume | 23 |
| Issue | 3 |
| Pages | 313-327 |
| Publication date | 2018-01-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1430179 |
| OpenAlex | W2792100532 |
| Language | EN |
| Citations received | 6 |
| References cited | 8 |
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
Geography · Inclusion (mineral · Mathematics education · New delhi · Pedagogy · Political science · Sociology · Children's Rights and Participation · Gender Studies · Peace and Human Rights Education · Poverty, Education, and Child Welfare · Psychology
Understanding teacher agency in implementing inclusive education policy
Unequal higher educational attainment across social backgrounds in West Bengal, India
Teachers’ Experiences of Inclusion in Classroom Settings
Effects of ethnic attitudes on culturally responsive teaching for preschool teachers
Inclusion and social justice in neoliberal India
Barriers in translating mandate for inclusion in practice
| Unique citing works | 6 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |