Access versus integration

The benevolent undermining of an Indian desegregation policy

Bibliographic Data

ID2925488
AuthorsAmanda Gilbertson (0000-0003-4679-3416, The University of Melbourne, corresponding author), Joyeeta Dey (The University of Melbourne)
Year2023
Volume44
Issue2
Pages294-308
Publication date2023-03-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2021.2007049
OpenAlexW3214924122
LanguageEN
Citations received2
References cited30

Efforts to desegregate schools have consistently been undermined by privileged parents finding ways to avoid undesirable schools. In some contexts, a more complex picture is emerging, where ‘progressive’ privileged parents choose ‘diverse’ schools but still reproduce segregation. We demonstrate how the desegregation aims of an Indian education policy are similarly undermined by seemingly well-intentioned privileged actors. India’s Right to Education Act of 2009 requires private schools to educate disadvantaged children for free. The architects of this policy imagined that it would not only provide access to quality education for disadvantaged children, but also desegregate schools. Beneficiaries of the policy share the policymakers’ vision of desegregation. However, various elite and middle-class actors prioritise access over integration, and assert that segregated classrooms may be in the best interests of underprivileged children. This highlights how desegregation policies can fail not just as a result of direct opposition but also through discourses of benevolence

Desegregation · Law and economics · Political economy · Political science · Racial integration · Sociology · Gender Studies · Migration, Ethnicity, and Economy · Public Administration · Race, History, and American Society · Urban, Neighborhood, and Segregation Studies

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