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Paper short abstract

The present study examines the educational status of marginalized groups in Indian society, as well as how education is interconnected with power and the complex power relations and hierarchy that exist within society. In addition, it explores how education perpetuates social inequality.

Paper long abstract

This study examines the educational status of marginalized groups in Indian society, as well as how education is interconnected with power and the complex power relations and hierarchy that exist within society. In addition, it explores how education perpetuates social inequality as well as how its contents are determined. The educational resources are not equally accessible to all groups, therefore, 'equality of conditions' does not exist. In the name of social cohesion and order, what is achieved is the promotion of the interests of dominant sections of society. Marginalized groups have less access to power and privilege than those in the mainstream. They are vulnerable and have remained exploited, degraded and deprived of access to existing socio-economic resources. Educational institutes promote the technocratic-meritocratic ideology, which upholds that success essentially depends on appropriate skills, knowledge, talents and abilities. In reality, success is often linked to a person’s class, gender, race, region, culture, etc. Further, in a hierarchical, stratified and unequal society, the school provides knowledge to fulfil a particular professional role.