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Accepted Contribution:
Contribution short abstract:
Deconstructing meritocracy by employing the theoretical frameworks of critical pedagogy, anti-oppressive pedagogy, and ableism by examining the implementation of inclusive education for the disabled in a 'model' school in India and questioning the assumptions derived from Global North frameworks.
Contribution long abstract:
Recently, considerable attention has been paid to exploring inclusive education for students with disabilities in India. However, there is still a lot that remains to be investigated and requires an in-depth examination. Within the purview of a sociological inquiry, I study the evolving concept of inclusive education and how it has been employed by a ‘model’ school in India that has implemented the concept. The employment of a model of education conceptualised in the Global North, envisaged with the aim of market-oriented education, is ignorant of the Global South’s historical, contextual, and local conditions and realities. Therefore, based on a pilot study, I aim to analyse the elements of inclusive education through the contributions of different stakeholders of the school ecosystem, such as school management, teachers, non-teaching staff, parents/guardians, and everyday life. Previous works on inclusive education in India recognise the challenges disabled students face but fail to acknowledge the role of larger structures and intersectionalities, including gender, caste, class location, religious affiliation, and how a student’s experiences are shaped by society, economy, polity. Using the theoretical frameworks of critical pedagogy, anti-oppressive pedagogy, and ableism, the exchange would reflect on the educational experiences of a marginalised group. It questions the meritocratic assumptions in implementing inclusive education, contributing to the broader discourse on social justice and development within the global context. By delving into the multifaceted nature of inclusive education, this seeks to go beyond conventional analyses and illuminate the complexities of ensuring equitable educational opportunities for marginalised groups.
Presentation: https://youtu.be/egRhsampA44
Imposing Western Meritocracy to contexts of the global South: the role of development efforts in framing progress, success and failure
Session 1 Wednesday 26 June, 2024, -