Tag Archives: Poverty

Perspectives of Educational Inequality: Variations and Entanglements of Local and Global Asymmetries

By Jane-Frances Lobnibe (University for Development Studies, Tamale) and Jana Tschurenev (Georg-August-Universität Göttingen)1

Report of the Winter Academy “Inequality, Education and Social Power: Transnational Perspectives”. The Winter Academy took place in Berlin, November 16-25, 2014 and was convened by the Forum Transregionale Studien and the Max Weber Stiftung – Deutsche Geisteswissenschaftliche Institute im Ausland.

An condensed version of the text is published via the online communication platform H-Soz-Kult.

Introduction

Participants Winter Academy

Participants Winter Academy (Photo: Photo: Forum Transregionale Studien under CC BY-NC-SA 4.0)

As the global economy slowly recovers from the 2008/9 recession, rising social inequality exacerbated by stagnating wages and unequal income distribution is emerging as a major concern of policy makers and national leaders in both the “developed” and “developing” worlds. This development has come about amid a fast changing knowledge economy, requiring specialized labor skills and high quality education to meet the challenges of this complex technological and interconnected world. To be sure, there is a widespread assumption that a panacea to the current predicament is an expanded equal access to quality education. However, as a public good and ideologically charged concept, education is often viewed as a means of and for social mobility and is set with high expectations. But education can also produce inequality and disenchantment in case some groups are denied or excluded from its benefits. The interdisciplinary Winter Academy and conference “Inequality, Education, and Social Power,” in Berlin explored this ambiguity from multiple perspectives. The seven-day event was convened by the Forum Transregionale Studien and the Max Weber Stiftung – Deutsche Geisteswissenschaftliche Institute im Ausland in Berlin in cooperation with the Max Weber Foundation’s Transnational Research Group (TRG) on “Poverty and Education”, the research network desiguALdades.net and the Wissenschaftszentrum Berlin für Sozialforschung.

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  1. Since both authors participated in the same working group and to some extent also in the thematic discussion groups, this summary is necessarily a very selective one and cannot do justice to all the rich and inspiring presentations given within the winter academy and conference. []

“Education for the Poor: The Politics of Poverty and Social Justice”

On February 14, 2015, the Transnational Research Group “Poverty and Education in India” will move into their new offices at the India International Centre in New Delhi. Therefore, the Centre invites the interested public to the panel discussion “Education for the Poor: The Politics of Poverty and Social Justice“, followed by a lecture by Carlos Torres (University of California, Los Angeles) on “Neoliberalism, Globalization Agendas and Banking Educational Policy: Is Popular Education an Answer?

The speakers are:

Marcelo Caruso, Professor and Chair of the History of Education Division, Institute of Education Studies, Humboldt University of Berlin

Kalpana Kannabiran, Professor and Director, Council for Social Development, Hyderabad

Krishna Kumar, Professor, Department of Education, University of Delhi and Former Director, National Council for Educational Research and Training

Crain Soudien, Professor, Deputy Vice-Chancellor and Former Director, School of Education, University of Cape Town Chair and

Moderator: Geetha B. Nambissan, Professor, Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi

 

The Transnational Research Group (TRG) “Poverty Reduction and Policy for the Poor between the Sate and Private Actors: Education Policy in India since the Nineteenth Century”, that also joined the Winter Academy, is a cooperation between the German Historical Institute London, the King’s India Institue at King’s College London and the Centre for Modern Indian Studies (CEMIS) at Göttingen University. Their local cooperation partners in India are researchers from the Centre for Historical Studies and the Centre for Educational Studies at Jawaharlal Nehru University and the Centre for the Study of Developing Societies. The goal of its 12 docs and post-docs is to explore education in India from a historical perspective.

Find out more about the TRG on their website where you can also find more information about the panel discussion.

Videos of Conference Panel IV: “Private Actors in the Education System”

Chair: Andreas Gestrich (German Historical Institute London)DSC02124

Panelists:

Geetha Nambissan (Jawaharlal Nehru University, New Delhi)

Hania Sobhy (Orient-Institut Beirut)

 

In some regions, non-state actors have had a long (colonial) tradition in the education system. Currently, probably due to failures of government-run infrastructures, a variety of new actors (business-oriented and non-profit, national and international) are coming into play. In some countries, the balance of public and private investment in the educational sector is tilted to an extent that is criticized as risking a devaluation of the national educational system. Can we observe (regional or even global) trends toward a hierarchization, privatization and commercialization of education for both the elites and the masses? How do liberalization discourses in other fields of society impact upon these developments and the corresponding norms and values? What is the role of religious entities in the educational sector?

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Videos of Conference Panel II: “Global Knowledge Asymmetries and Education”

Chair: Barbara Göbel (Ibero-Amerikanisches Institut, Berlin)116_3059

Panelists:

Neeladri Bhattacharya (Jawaharlal Nehru University, New Delhi)

Peter Kallaway (University of Cape Town)

David MacDonald (University of Guelph)

Hebe Vessuri (Universidad Nacional Autónoma de México, Morelia)

The question of which forms of knowledge are recognized as education – or in German “Bildung” – can be fundamentally contested. Therefore, the process that renders certain forms of knowledge education while excluding others needs to be problematized as an arena of (implicit) political struggle and as a way of wielding social power. Moreover, many regions outside Europe have been affected by colonial pasts. This panel seeks to address the complex topic of global knowledge asymmetries, by asking questions such as: What is the relationship between indigenous knowledge/education and external influences? To what extent have colonial legislation, the associated institutional structures and ideas of education, elite, etc. been impacting on (post-) colonial systems of education? What influence does the formation of the (nation-) state and subsequent politico-economic developments have on ideas and practices of inequality and education?

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Private Actors and Education for the Poor in India

Conference Paper to be presented by Geetha Nambissan

Geetha B. Nambissan is Professor of Sociology of Education at the Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi. Her research focuses on exclusion, inclusion and the education of marginal groups, the middle classes and educational advantage and the social and educational implications of private schools for the poor. 

Over the last decade, transnational and local advocacy networks have been projecting the low-cost unregulated school market in India as a cost-efficient, high-quality and equitable solution to the education of the poor and as a site for viable business options. The actors in this market include individual “edupreneurs” and, more recently, corporate groups that have entered the school business in later-developing countries. What we are witnessing is the construction of narratives of “good education” for the poor in extremely minimalistic terms, validated through “research” and disseminated by powerful networks. The attempt is to evolve globally scalable models that will deliver “high-quality” education at the lowest of costs, ensuring profits. In this paper, I map some of these trends, highlighting the manner in which private actors are attempting to change education policy in India by drawing upon neo-liberal discourses and constructing new narratives, networks and practices around schooling. I argue that these trends have serious implications for social justice in education for the poor.

The Role of Science in the Ideology of Five Models of Latin American Modernity

Conference Paper to be presented by Hebe Vessuri

Hebe Vessuri is an anthropologist and currently research collaborator at the Research Center of Environmental Geography (CIGA), Universidad Nacional Autónoma de México (UNAM). Her research focuses on science in world peripheries, the current internationalization of the social sciences and the interface between higher education, scientific research and other forms of knowledge.

To understand the role of science as a relevant component of the ideology of modernity in Latin America, we must recognize that, until the last quarter of the twentieth century, with different chronologies and nuances acording to the countries, the predominant form of social organization was the “state-national-popular matrix”. This matrix was based on the model of endogenous development, the “compromise state” (which corresponded to a pattern of unstable arrangements between the middle classes, organized working classes and dominant classes formed by the bourgeoisie and the oligarchy), social movements politically oriented toward the state and social integration, and the exclusion of peasants and the urban poor.

The populist formula implied the massification of public services and allowed a certain initial basic social democratization, in the form of access to specified goods or services. Crucial among them were the universalistic and expansive character of social policies: public education first, then public universities and the institutionalization of scientific-technical research were part of the process. The development crisis led to structural adjustments since the 1980s, which implied a problematic transition to another development model in which economic policies were aligned with the “Washington Consensus” and were later made viable by international organizations such as the IMF and the World Bank. In all cases, poverty and inequalities increased while the hithero existing relationship between the state and the social actors disarticulated, weakening their organizational and ideological capacity.

In recent years, several models linked to the reconstruction of relationships between state and society were proposed as responses to globalization. Scientific activity entered into the strategies of these models in different forms, as part of more or less exclusionist technocratic ideologies or of elitist programs, as an integral component of the identity struggles and for giving a sense of ownership to the modernization and transformation processes (cultural diversity) or as a general critique of the relationships between state and society. This paper briefly reviews five such models in which science and higher education play specific roles. The responses have fluctuated between equality and its need of a locus (society), and equity, which is an absolute principle that does not require a locus (such as a specific society). And they have occurred in the context of new inequalities, of globalization and of ascriptions as valued sources for social diversity and differentiation.

Education as a Fundamental Right: Deconstructing Socio-historical Discourses and Challenges

Research Project (to be discussed at the Winter Academy) by Latika Gupta.

Latika Gupta teaches courses in educational theory and pedagogy at the Central Institute of Education, University of Delhi. She is currently pursuing a study on the deconstruction of discourse of the recently enacted Right to Education in India.

The challenge facing the Indian system of education, especially at the elementary stage, cannot be adequately met unless we examine the discourses and practices that have shaped the social construction of childhood and schooling. The recently enacted Right to Free and Compulsory Education (RTE) Act demands and creates an opportunity for identifying and deconstructing such discourses and to examine them, not merely as problematic practices, but rather as culturally drawn borders between state and society. This project interrogates two such discourses: ‘child labour’ and ‘child marriage’ so that the larger socio-economic and cultural context can be examined in which education works. It studies this larger context by probing two discourses that constitute the conditions in which children of disadvantaged backgrounds struggle in order to fulfil their aspiration for education and the personal and social purposes associated with it.

The first of these is the discourse of child labour. This is called a discourse because it has shaped not merely the state’s policies towards the poor but also the popular perception of the lives and potential of children who live in poverty. One dimension of this discourse is the perception that teachers have of poor children’s ability to learn and engage with school knowledge. Children who worked officially as labour or who help their parents because of poverty both fall in this category. When such children come to school and sit in the class with others, in what ways do they get distinguished for their working role at home, and what are the implications of this distinction for their adjustment at school and learning? At this juncture, it becomes important to ask: ‘While poverty persists, can the child’s education be protected from it?’

The second discourse is of child-marriage. In the latest National Family Health Survey (NFHS)-III survey, 47.3% of women reported that they got married before the age of 18. Out of these, 2.6 percent were married before they turned 13 and 22.6 percent were married before they were 16. Faced with these figures, we need to ask: ‘What are the school’s epistemological and cultural resources to act on behalf of the state in its battle against a practice as persistent as child marriage?’ The discourse of child-marriage is not restricted to the event per se. Its phenomenological power lies in the socialization of girls by the family in the anticipation of an early marriage. Is the school prepared to deal and critically engage with a patriarchal milieu in which girls are prepared from early life for marriage—an extended notion of the discourse of child marriage—and responsibility for work, even though it is officially not labelled as labour?

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Poverty, Hunger and State Welfare – The Example of the Indian Mid-Day Meal Scheme

Research Project (to be discussed at the Winter Academy) by Alva Bonaker.

Alva Bonaker is a member of the Max Weber Foundation Transnational Research Group “Poverty and Education in Modern India” and based at the Georg-August-Universität Göttingen. Her PhD thesis investigates local perceptions of the Indian Mid-Day Meal Scheme.

photo: private

School Lunch (photo: private)

The nationwide Mid-Day Meal Scheme (MDMS) in India was introduced in 1995 with the objectives of enhancing school enrollment, retention and attendance while simultaneously improving nutritional levels among children. The government, moreover, claims that local communities, parents and teachers – especially those from disadvantaged groups – should be given an active role and the scheme should, hence, enhance social equality in classrooms and beyond.

This PhD research traces the question: How do parents, teachers and local communities understand the MDMS, and to what extend do they exert control over its effects? To finally arrive at answering this question, a crucial aspect, which this paper will engage with, is to understand the nature of the scheme within the broader context of state welfare interventions. How have hunger and poverty been understood, and how has this shaped particular social and governmental responses to them? Since the end of the 19th century after disastrous famines in Ireland and India, hunger was increasingly understood as a humanitarian problem and a failure of the government or international political economy (Vernon 2007). In recent times it seems, however, that the humanitarian response has gained most popularity and, as argued by Fassin (2012), governments consciously use the language of humanitarian reason to react to human suffering, but obscure the larger structural and legal systems and distributional politics that cause or maintain inequalities and suffering in society. Fassin points to the consequences of placing compassion over justice, thereby making people mere objects who receive humanitarian aid rather than active subjects.

We can observe the same mechanisms when looking at the reaction of the Indian government to the demand for a right to food. Under pressure from the Right to Food Campaign the government enacted a National Food Security Act in 2013, based on the National Food Security Bill (2011). This Bill has been highly critiqued for its weak interpretation of “entitlements” and “food security”, which give people a passive right to receive something rather than a positive right which they can actively claim. The shift to the provision of cooked meals under the MDMS was also a response of the government to the Right to Food Campaign. This might, hence, be seen as an attempt to draw positive attention to this popular scheme, demonstrating that the government recognizes its moral obligation to provide poor children with food, while refusing to acknowledge poverty and hunger as man-made problems and tackling its actual causes.

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Schooling Women: Debates on Education in the United Provinces (1854-1930)

Research Project (to be discussed at the Winter Academy) by Preeti.

Preeti is presently a PhD research scholar at Centre for Historical Studies at Jawaharlal Nehru University, New Delhi. As a member of the Transnational Research Group “Poverty and Education in Modern India”, she is working on “Poverty Reduction and Policy for the Poor – Between the State and Private Actors: Education Policy in India since the Nineteenth Century”.

This doctoral research is focusing on the school education of women (especially of poor and the underprivileged members among the Hindus, and comparison would be made with other communities) in the United Provinces between 1854 and 1930. The present work is confined to the intervening period when the formalization of girls’ education was being mapped out, institutionalized and debated as well. It will examine not only the governmental initiatives, particularly those aimed at the poor and marginalized communities, but also private and missionary efforts, early nationalist efforts, the reach of religious institutions and some of the nascent efforts made by women themselves to assist in the development and growth of women’s education more generally. Why did women’s education, and the education of the poor among them, become a concern of the colonial government at all? What were the social and economic structures which may have thwarted or stimulated the necessity for female education? Comparisons will be made between boys’ and girls’ education through debates regarding the curriculum, funding, special schools or co-education, compulsory education and the creation of demand of female education through the grant of privileges.

Against the socio-cultural environment of nineteenth and early twentieth century, this work is an attempt to explore women’s education in United Provinces. One thing that needs to be remembered is that the women being talked about here are the middle class women, as most writings on education are silent on the question of the education of rural and non-elite women. Female education was limited to middle class women during the late nineteenth century and that is the focus of scholars such as Partha Chatterjee, Tanika Sarkar, J. Devika, and Rosalind O’ Hanlon. These scholars have not explored the state of learning among the poor classes or low caste women. This work would try to explore caste and class differentiation in the field of women’s education. This can be explored through Missionary accounts of their assessment of and contribution to the field of women’s education.

Recasting the Self: Missionaries and the Education of the Poor in Kerala (1854-1956)

Research Project (to be discussed at the Winter Academy) by Divya Kannan.

Divya Kannan is currently pursuing her PhD in Modern Indian History at the Centre for Historical Studies, Jawaharlal Nehru University, New Delhi. Her study seeks to examine the history of education and discourses on poverty in the late 19th and  20th century Kerala, particularly amongst so-called lower caste groups.

The history of education in India is relatively a new field of research compared to its counterparts in sociology and psychology. Although, there have been studies on the system of modern education in the country from the 19th century onwards, most debates have tended to look at policy shifts. These can be broadly classified into two categories. One category of research comprises chronological histories of Indian education, detailing major policy shifts and the impact of western education on Indian society and polity. This group has argued within the simplistic framework of impact-response of the benefits of English education for India. One of the debates which has occupied scholarly attention in this regard has been the Anglicist-Orientalist controversy of the 1830s. Another loosely defined category, particularly in the post-independence period, has mined rich sources (albeit a majority of them official) to understand the trajectory of schooling in colonial India by looking at aspects of technical, vocational and mass education. The historical study of education has moved beyond the noting of enrolment figures towards assessing the role of education in shaping political contexts and social relationships. Questions of inequality, poverty, discrimination, assertion, empowerment and politicization have come to the forefront of new research on education.

Despite their evangelical agenda, mission schools became an important factor in local societies by enabling formal schooling opportunities to hitherto excluded groups. These mission schools provided instruction in the three Rs as well as subjects such as history, geography, elementary science and basic vocational training. For labouring populations, this opened up new opportunities, albeit limited, to develop new modes of expression, participation in the literate public sphere and to aspire for social mobility through new jobs. Missionary schooling, particularly for Christian converts also had a dual objective. European protestant missionaries aimed at moulding a new sense of self amongst their converts by attempting to break down caste markers. Education was the domain to introduce new habits, patterns of work, social organisation, gender roles and language for Christian converts.

It is this aspect of forging a new ‘individual’ that characteristically marks the project of schooling the poor in colonial India. It can be argued that it was a ‘double civilizing mission’ on the part of European missionaries and colonial government.  On the one hand, in tune with the colonial idea of a civilizing mission for Indians, as a whole, and on the other, ‘the civilizing of the lower caste/classes’ in particular.  In villages, missionaries opened schools for marginalised groups, and vernacular instruction was often provided only up to the elementary level, owing to financial constraints, among other reasons. They, however, actively engaged in the secondary and higher education in the towns, chiefly aimed at attracting the upper castes/classes and providing an English education which many wanted to gain government employment. This gulf in the educational provision tended to perpetuate existing social divisions. This research seeks to examine these overlapping motives by directing the historian’s lens to the education of the poor in the late 19th and 20th century Kerala, in south-western India.

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TRG “Poverty and Education in India” will particpate in Winter Academy

We are pleased to announce the first participants of the Winter Academy “Inequality, Education and Social Power”: The fellows of the Transnational Research Group India (TRG) at the German Historical Institute London.

The research focus of the TRG is India: the group’s research theme is “Poverty Reduction and Policy for the Poor between the State and Private Actors: Education Policy in India since the Nineteenth Century” and the TRG fellows’ studies range from caste discrimination and education policy to the impact of schooling on life histories. At the same time, the group is sensitive to the global entanglements of the subject, and has a keen interest in encouraging comparative research, for instance by organizing and participating in conferences and workshops on comparative research on the theme. The TRG also offers visiting fellowships to scholars working on different regions.

Find out more about the Transnational Research Group India on their website or “like” them on Facebook!

“Inequality, Education and Social Power: Transregional Perspectives”

The International Winter Academy “Inequality, Education and Social Power: Transnational Perspectives” will take place in Berlin, from 16-25 November 2014 and addresses doctoral and postdoctoral researchers from the fields of economics, educational sciences, development studies, history, political science, postcolonial studies, sociology, and area studies.

The Winter Academy will be convened by the Forum Transregionale Studien and the Max Weber Foundation in cooperation with the Transnational Research Group “Poverty and Education in Modern India”.

Here you will find the call for applications.