You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Equity in Education? Schooling of Dalit Children in India
Geetha B. Nambissan
Economic and Political Weekly
Vol. 31, No. 16/17 (Apr. 20-27, 1996), pp. 1011-1024
Published by: Economic and Political Weekly
Stable URL: http://www.jstor.org/stable/4404063
Page Count: 14
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
The educational backwardness of the dalit communities is generally attributed to poverty and illiterate home environments prevailing among them. This article draws attention to the effect the learning environment within the formal educational system has been having on the dalit pupils. It argues that besides poor infrastructural facilities, lack of effective pedagogic supports to acquire linguistic, numerical and cognitive competencies adversely affect the schooling of dalit children. More importantly, despite active encouragement from impoverished family members, the apathetic treatment by teachers and school administrators largely shape the learning experiences of these socially disadvantaged groups. By creating a separate sphere of non-formal education for such groups, the government of late has abdicated its responsibility to generate equity within the formal school system.
Economic and Political Weekly © 1996 Economic and Political Weekly