Urban Inequality, Social Exclusion and Schooling in Dhaka, Bangladesh

Autor/in	Cameron, Stuart James
Titel	Urban Inequality, Social Exclusion and Schooling in Dhaka, Bangladesh
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 4, S.580-597 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cameron, Stuart James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1259555
Schlagwörter	Social Class; Social Integration; Foreign Countries; Poverty; Urban Areas; Slums; Interviews; Middle Class; Educational Quality; Power Structure; Labeling (of Persons); Mixed Methods Research; Student Attitudes; Secondary School Students; Discipline; Social Differences; Equal Education; Educational Attainment; Social Mobility; Elementary School Students; Institutional Characteristics; Child Labor; Access to Education; Dropouts; Focus Groups; Bangladesh + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Soziale Integration; Ausland; Armut; Urban area; Stadtregion; Slum; Interviewing; Interviewtechnik; Mittelschicht; Quality of education; Bildungsqualität; Labeling-Ansatz; Schülerverhalten; Sekundarschüler; Disziplin; Sozialer Unterschied; Bildungsabschluss; Bildungsgut; Soziale Mobilität; Child labour; Kinderarbeit; Education; Access; Bildung; Zugang; Bildungszugang; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bangladesch
Abstract	This paper asks whether education is a viable route to better livelihoods and social inclusion for children living in poor urban areas in Dhaka, Bangladesh. It uses qualitative interviews with 36 students aged 11-16, living in slum and middle-class areas, and also draws on data from a larger, mixed-methods study to provide context. Many children from slums are excluded altogether from education, while others are incorporated into the system but on unfavourable terms. The paper identifies three principal ways in which this adverse incorporation can happen: through differential access to different types and quality of school; through obstacles that prevent children from poorer households from progressing through the system and reaching higher levels; and through subordinate power relations in the school, embodied in systems of assessment, labelling of students and discipline. These are likely to limit the potential for education to be a socially transformative institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01