Migrant childhoods and schooling in India: Contesting the inclusion-exclusion binary

Rajan, Vijitha (2022) Migrant childhoods and schooling in India: Contesting the inclusion-exclusion binary. Children's Geographies, 20 (6). pp. 760-773. ISSN 1473-3285

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Abstract

Modern schooling systems operate through normative and sedentary framings of childhood, within which migrant childhoods get constructed as outliers. This paper problematizes the discriminatory ways in which such a system operates. The inclusionary mechanisms adopted to ‘mainstream’ ‘hard to reach’ migrant children into formal schools do not address the fundamental spatio-temporal modalities of modern schooling. This complicates the relationship between migrant childhoods and presumed policy dichotomies such as inclusion and exclusion. Drawing on ethnographic fieldwork in the southern Indian city of Bangalore, this paper foregrounds how migrant children’s lives, are spatio-temporally liminal and precarious in the city. It further explores how these modalities of migrant children’s lives are in discordance with the spatio-temporal framing of modern childhood and schooling. Moreover, migrant children’s own experiences of schooling and socio-spatial marginalization in the city bring out the contradictions of modern schooling.

Item Type:	Article
Authors:	Rajan, Vijitha
Document Language:	Language English
Uncontrolled Keywords:	Childhood, schooling, inclusion, migration, ethnographic, India
Subjects:	Social sciences > Sociology & anthropology > Communities > Planning and development > Development > Urban development Sustainability
Divisions:	Azim Premji University - Bengaluru > School of Education
Full Text Status:	None
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/7052
Publisher URL:	https://doi.org/10.1080/14733285.2021.2015288

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