Conservative Force or Contradictory Resource? Education and Affirmative Action in Jharkhand, India

Autor/inn/en	Higham, Rob; Shah, Alpa
Titel	Conservative Force or Contradictory Resource? Education and Affirmative Action in Jharkhand, India
Quelle	In: Compare: A Journal of Comparative and International Education, 43 (2013) 6, S.718-739 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2012.746897
Schlagwörter	Affirmative Action; Foreign Countries; Indigenous Populations; Social Class; Equal Education; Ethnicity; Social Mobility; Socioeconomic Influences; Educational Attainment; Rural Areas; Equal Opportunities (Jobs); Elementary Schools; Secondary Schools; Paraprofessional School Personnel; Ethnography; India + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Social classes; Soziale Klasse; Ethnizität; Soziale Mobilität; Sozioökonomischer Faktor; Bildungsabschluss; Bildungsgut; Rural area; Ländlicher Raum; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Elementary school; Grundschule; Volksschule; Sekundarschule; Ethnografie; Indien
Abstract	This article explores the combination of education and affirmative action in challenging historic inequalities faced by adivasis, or indigenous peoples, living in a remote region of Eastern India. We show how the combined effects of education and affirmative action can act as a "contradictory resource". On the one hand, policies of affirmative action are enabling young educated adivasis--the children of subsistence farmers and manual labourers--to benefit from the creation of new, rural state jobs. We show how without affirmative action, such jobs may well have been monopolised by a local elite of higher castes. On the other hand, we argue several conservative processes have accompanied these changes. First, the reserved jobs secured by adivasis are relatively badly paid and insecure. Second, these jobs have not enabled relative progress for adivasis vis-à-vis traditional elites who are moving out of rural areas and diversifying their livelihoods. Third, young educated adivasis have begun to emulate the norms, values and ways of life of the local elite. This "culture of emulation" is fostering new inequalities between educated adivasis and their poorer kin, who face increasing proletarianisation. The contradictory resource, we argue, concerns not only inequalities in accessing certain jobs, but also the creation of new forms of differentiation among historically marginalised people. We conclude by setting these findings within the wider complex relations emerging between caste, ethnicity and class in contemporary India. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10