'equality' and 'quality' in Education
Photo: Olga Senchenkova
The question of how one can address issues of 'equality' and 'inclusiveness' along with that of 'quality' is one that is increasingly leveled at the very social organization of formal and non-formal education. This is an unavoidable moral and ethical issue which is at the heart of how one envisages education which is democratic in nature. To understand this, it is important to contextualize and historicize such discourses in education interventions. While these may have much 'emotional resonance' and may create 'consensus' among diverse stakeholders in the provision and consumption of educational opportunities, they may also mean different things to different stakeholders (including children and parents).
Philip, Rachel. 2017. Breaking Barriers: The Status of Adolescent Girls' Education in Mewat, Haryana. CEQUIN, New Delhi and UNFPA
The district of Mewat in the state of Haryana in India is one of the most socio-economically backward districts in the country. This research presents an overview of the status of education among Meo Muslim girls in Mewat. This research was undertaken for the Center for Equity and Inclusion (CEQUIN), New Delhi, India. For the full text, visit-https://www.researchgate.net/publication/336133948_Breaking_Barriers_The_Status_of_Adolescent_Girls'_Education_in_Mewat_Haryana
Philip, Rachel. 2016. The Pursuit of Equality and Quality: The Legacies of Rousseau, Ambedkar and Gandhi. Journal of Indian Education. Journal of Indian Education. 42 (3). New Delhi: NCERT. pp.5-15.
For the full text, visit: https://www.researchgate.net/publication336133695_The_Pursuit_of_Equality_and_Quality_in_Education_The_Legacies_of_Rousseau_Ambedkar_and_Gandhi