Liberating School and Retaining Experience: Reflections from school Education in South India
Nagaraju Gundemeda (University of Hyderabad)
Paper short abstract:
The paper broadly organized into three sections, the first sections attempt to map out the political economy of agrarian reforms and its reflections on quantitative and qualitative shifts associated with education regimes in Andhra Pradesh, the second section analyzes the context of commercialization of education and production and consumption of knowledge, and the third section highlights how the educational divide sustains and contribute to the continuity of social divide and represent the rupture of heterogeneity in education system.
Paper long abstract:
Universalization of quality education gained critical significance in the context of modernization of nations and societies. Though, historically the indigenous traditions attached critical significance to the institution of education as an agency in shaping society. However, the traditional education is characterized by inclusion of selected few and exclusion of masses from accessing education. The historical deprivation of education witnessed a fundamental departure during the colonial rule by opening education for all irrespective of caste and gender. The colonial policy of education continued with vigor with more emphasis on universal literacy and universalization of primary education in the post Independent India. However, the goals and objectives of education system tend to be conditioned by class interests of the society. The nature and direction of education in Andhra Pradesh is linked to the broader agrarian shifts and socio-cultural articulations. The qualitative and quantitative expansion of public and private educational systems reflects the class character where the former represents the elite demands and the latter represent aspirations of the masses.
Development, socio-cultural and political change in South Asia