Education Suffering within Structural Inequalities: A Critical Discourse Analysis of a Policy Framework

Autor/inn/en	Khandal, Urvashi; Das, Saurabh; Gaur, Rajshri
Titel	Education Suffering within Structural Inequalities: A Critical Discourse Analysis of a Policy Framework
Quelle	In: Journal for Critical Education Policy Studies, 20 (2023) 3, S.243-285 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Discourse Analysis; Criticism; Educational Policy; Educational History; Social Differences; Policy Analysis; Budgets; Resource Allocation; Accountability; Privatization; Civil Rights; Access to Education; Educational Opportunities; Educational Administration; Inclusion; Partnerships in Education; Foreign Countries; Political Influences; Social Systems; Social Structure; Gender Differences; Educational Finance; Financial Support; Economic Factors; India + Suchen Sie Ihr Suchwort? Diskursanalyse; Kritik; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Sozialer Unterschied; Politikfeldanalyse; Finanzhaushalt; Ressourcenallokation; Verantwortung; Privatisation; Privatisierung; Bürgerrechte; Grundrechte; Zivilrecht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Bildungsverwaltung; Schuladministration; Schulverwaltung; Inklusion; Hochschulpartnerschaft; Ausland; Political influence; Politischer Einfluss; Social system; Soziales System; Sozialstruktur; Geschlechterkonflikt; Bildungsfonds; Finanzielle Förderung; Ökonomischer Faktor; Indien
Abstract	Education acts as an important catalyst for socioeconomic and democratic evolution in society and is a critical tool for building an equitable system. In our paper, we have historicized one of the most important educational policies, viz. Samagra Shiksha Abhiyan (SAMSA) in India that carries large expectations to minimize the educational divide. We have studied the policy through the lens of Political Economy and have further critiqued it through the framework of Critical Discourse Analysis. We find in our paper that the budget allocated to SAMSA was revised in 2022, from its preceding years with a 28 per cent slash. We critically reflect on the principles mentioned in the policy and find that although there has been an attempt to mitigate the hazards of banking education the 'Public-Private Partnership' initiative reinforces struggles for equitable education, and further, the privatization sets the government free from any accountability. Moreover, a constitutional right like the Right to Education (RTE) is not sufficient enough to meet the goals of universalisation of education. Besides, we analyse the principles such as 'Education for All', 'Equity', 'Equal Opportunity', 'Access', 'Gender Concern', 'Centrality of teacher', 'Moral Compulsion', and 'Convergent and integrated system of education management', and argue that although some of the facets of societal structural inequalities are addressed, however, there exists hardly a proper roadmap that could be monitoring the process of creating an inclusive educational paradigm. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01