Normative Development in Rural India: 'School Readiness' and Early Childhood Care and Education

Autor/inn/en	Sriprakash, Arathi; Maithreyi, R.; Kumar, Akash; Sinha, Pallawi; Prabha, Ketaki
Titel	Normative Development in Rural India: 'School Readiness' and Early Childhood Care and Education
Quelle	In: Comparative Education, 56 (2020) 3, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sriprakash, Arathi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1725350
Schlagwörter	Foreign Countries; School Readiness; Rural Areas; Early Childhood Education; Child Care; Young Children; Child Development; Social Class; Commercialization; Global Approach; Social Development; Emotional Development; Cognitive Development; Language Acquisition; Well Being; Physical Development; Spiritual Development; Moral Development; Social Attitudes; Poverty; Power Structure; Emergent Literacy; Discipline; Educational Environment; Family Role; India + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Rural area; Ländlicher Raum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Kindesentwicklung; Social classes; Soziale Klasse; Globales Denken; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Well-being; Wellness; Wohlbefinden; Körperliche Entwicklung; Moralische Entwicklung; Social attidude; Soziale Einstellung; Armut; Frühleseunterricht; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Indien
Abstract	Global education agendas frequently draw on the construct of 'school readiness', indexing the developmental trajectories of children to the expectations of school systems. Through in-depth ethnographic research in a village in Bihar, India, this paper examines how normative discourses of 'school readiness' govern family strategies for early childhood care and education (ECCE). To navigate the demands of a competitive and socially stratified school system, marginalised families saw it as crucial for their young children to access multiple forms of educational capital: written literacy, discipline, and dominant caste-class codes. In the absence of functioning provision of ECCE by the state, the low-fee and low-quality private market of early childhood education was seen as a key site through which 'school readiness' could be secured. The paper illustrates how normative developmentalism in education, and the 'hegemonic aspirations' it enshrines, has entrenched the marketisation of ECCE and reinscribed forms of caste-class domination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01