Reva Yunus

'Labour Class' Children's Schooling in Urban India (eBook, PDF)

A Sociological Account

• Format: PDF

Produktbeschreibung

Based on ethnographic research conducted in an urban, coeducational school, this book challenges the modernist, Eurocentric and ahistorical understandings of childhood that prevail in educational policy-making in India, offering a contextualised account of childhood through an engagement with 'poor' children's lives at home and school.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 186
• Erscheinungstermin: 4. August 2023
• Englisch
• ISBN-13: 9781000925715
• Artikelnr.: 68292770

Autorenporträt

Reva Yunus is Lecturer in Education and Social Justice in the Department of Education at the University of York, UK.

Inhaltsangabe

Dedication

Table of contents

Acknowledgments

1. Making a case for sociological accounts of childhood, labour and schooling






1. Theorising the link between educational and socioeconomic inequalities



2. Poverty and poor children's schooling in development discourses






1. The 'girl effect'






3. Informal work






1. A note on the term, 'labour class'






4. Methods



5. Organisation of the book






2. Theorising intersections: poverty, patriarchy and urban children's schooling in India






1. Socioeconomic and educational stratification and access to schooling






1. Stratification, participation and access



2. Decision-making within families






2. Classroom processes, experience and social relations






1. Teacher attitudes and discrimination



2. Welfare, poverty and social class difference






3. Theoretical framework






1. Childhood, the school/labour binary and political economy



2. Caste, class and informal work





3. Poverty, gendered work and social reproduction





4. Caste patriarchy and children's lives






4. Contributions






3. Labour class students and their families: a look at urban lives and labours






1. Introduction



2. Migrating to Indore






1. Children migrating without parents






3. Labour class parents' work






1. OBC families



2. SC families






4. Children's gendered work






1. Boys' work



2. Girls' work






5. Conclusion








4. Ghar, bahar and the gendered place of school in children's lives






1. Introduction





2. Ghar: Why school is dearer than home






1. (Un)freedom: village versus city



2. (Un)freedom: no bargains within patriarchy



3. (Un)freedom: when protecting becomes policing






3. Bahar: What could be more important than school?






1. The rewards of (waged) work



2. The reward is in recognition: jaan-pehchan






4. Conclusion: Gendered and classed significance of school






5. 'Sarkari skool', 'sarkari bacche': unpacking the narrative of deficiency






1. Introduction



2. The 'sarkari' school






1. Overview of infrastructure, facilities and routine



2. What is 'sarkari' about the school?






3. Teachers' 'deficit view' of labour class children






1. Differences between teachers' practices






4. Challenging the deficit view






1. Labour class parents' struggles and strategies



2. Labour class pupils' struggles and efforts






5. Conclusion






6. The hidden moral curriculum for 'labour class' children






1. Introduction



2. Disciplining the welfare-dependent labour class



3. Keeping labour class children 'clean'






1. Countering the narrative, cleaning the school






4. For the love of caste patriarchy: policing clothes, space and interaction






1. Constructing and negotiating labour class femininities



2. Policing techniques in the classroom



3. Negotiating gender policing






5. Conclusion






7. Schooling, social inequality and impossibilities of change






1. Children in families



2. Children in classrooms



3. Conclusion

References

Index

---

Dedication
Table of contents
Acknowledgments
1. Making a case for sociological accounts of childhood, labour and schooling
2. Theorising the link between educational and socioeconomic inequalities
3. Poverty and poor children's schooling in development discourses
1. The 'girl effect'
4. Informal work
1. A note on the term, 'labour class'
5. Methods
6. Organisation of the book
7. Theorising intersections: poverty, patriarchy and urban children's
schooling in India
8. Socioeconomic and educational stratification and access to schooling
1. Stratification, participation and access
2. Decision-making within families
9. Classroom processes, experience and social relations
1. Teacher attitudes and discrimination
2. Welfare, poverty and social class difference
10. Theoretical framework
1. Childhood, the school/labour binary and political economy
2. Caste, class and informal work
3. Poverty, gendered work and social reproduction
4. Caste patriarchy and children's lives
11. Contributions
12. Labour class students and their families: a look at urban lives and labours
13. Introduction
14. Migrating to Indore
1. Children migrating without parents
15. Labour class parents' work
1. OBC families
2. SC families
16. Children's gendered work
1. Boys' work
2. Girls' work
17. Conclusion
18. Ghar, bahar and the gendered place of school in children's lives
19. Introduction
20. Ghar: Why school is dearer than home
1. (Un)freedom: village versus city
2. (Un)freedom: no bargains within patriarchy
3. (Un)freedom: when protecting becomes policing
21. Bahar: What could be more important than school?
1. The rewards of (waged) work
2. The reward is in recognition: jaan-pehchan
22. Conclusion: Gendered and classed significance of school
23. 'Sarkari skool', 'sarkari bacche': unpacking the narrative of deficiency
24. Introduction
25. The 'sarkari' school
1. Overview of infrastructure, facilities and routine
2. What is 'sarkari' about the school?
26. Teachers' 'deficit view' of labour class children
1. Differences between teachers' practices
27. Challenging the deficit view
1. Labour class parents' struggles and strategies
2. Labour class pupils' struggles and efforts
28. Conclusion
29. The hidden moral curriculum for 'labour class' children
30. Introduction
31. Disciplining the welfare-dependent labour class
32. Keeping labour class children 'clean'
1. Countering the narrative, cleaning the school
33. For the love of caste patriarchy: policing clothes, space and interaction
1. Constructing and negotiating labour class femininities
2. Policing techniques in the classroom
3. Negotiating gender policing
34. Conclusion
35. Schooling, social inequality and impossibilities of change
1. Children in families
2. Children in classrooms
3. Conclusion
References
Index

Rezensionen

'Through a much-needed focus on how 'labour class' children and their families persist with schooling, Reva Yunus offers a powerful sociological analysis of urban childhood and young people's gendered negotiations with education in India. Readers interested in how marginal childhoods and classroom experiences are deeply shaped by gendered social processes and structural constraints of poverty, caste, stratified schooling and unwaged and waged labour will treasure this timely account.' - Sarada Balagopalan, Associate Professor of Childhood Studies, Rutgers, The State University of New Jersey, USA



'Based on rigorous ethnographic work and interviews with parents and pupils in urban central India, Reva Yunus has produced a sophisticated and sharp analysis of how caste, class and gender (re)shape social reproductive labour and so doing challenges the way dominant development narratives formulate gender issues and the school/labour binary. This book should be read by all those who are interested in issues of gendered inequalities and educational and social deficits.' - Shirin M. Rai, Distinguished Research Professor, Politics and International Relations, SOAS, University of London, UK



'This book is a valuable contribution to scholarship on the schooling of children and its relation to labour, examining school experiences and social relations of those who teachers label 'labour class' children. Drawing on economic sociology, political economy and feminist critiques of class and caste patriarchy, the book expands the scope of work on marginality and educational inequality in the Indian context through careful ethnographic inquiry into the resonances of wider structural inequalities of gender, class and caste in schools and classrooms.' - Nandini Manjrekar, Professor, School of Education, Tata Institute of Social Sciences, India