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DTSTART:19960101T000000 END:STANDARD BEGIN:STANDARD TZNAME:GMT TZOFFSETFROM:+0100 TZOFFSETTO:+0000 DTSTART:19961027T020000 RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTAMP:20260426T222809Z DTSTART;VALUE=DATE-TIME:20181009T130000 DTEND;VALUE=DATE-TIME:20181009T143000 SUMMARY:GLOBE Seminar - Challenges to Inclusion in Indian Education TZID:Europe/London UID:20181009-8a1785d865e8039f01663f9b133a06dd@warwick.ac.uk CREATED:20181004T151136Z DESCRIPTION:We are delighted to welcome Dr Renu Yadav (Central University Haryana)\, Dr Nidhi Sabharwal (NIEPA)\, and Ms Sharmila Rathee (Univers ity of Delhi) to discuss their research in a seminar on ‘Challenges to I nclusion in Indian Education’ This seminar will be chaired by Dr Alison Struthers. A buffet lunch will be served. Abstracts Gender Mapping in Hi gher Education: Making Women ‘Saksham’ Dr Renu Yadav\, Central Universit y Haryana The present research aimed to explore the challenges and oppor tunities for girls in higher education in India. For the study two state s Kashmir and Haryana were selected (however\, due to unfavorable condit ions in Kashmir in 2016\, Jammu was selected). In the first phase of sur vey in Jammu for ensuring quality higher education for girls ‘Saksham gu idelines’ of University Grant Commission (2014) was taken as criteria. F ocus group interviews with the girls were also conducted to explore expe riences of girls in higher education. The findings of Jammu district sug gest that around 50 per cent of the colleges in the sample had complaint s regarding safety\, public transport to/from the institution\, lighting on the campuses\, and overall dissatisfaction with toilet facilities\, accommodation\, health facilities and counselling services for women stu dents. Most of the participants of the government colleges complained ab out the unhygienic condition of washrooms in college. The second phase o f the study will be conducted in colleges and Universities of Haryana. S tudent Diversity and Social Inclusion: An Empirical Analysis of Higher E ducation Institutions in India Dr Nidhi S Sabharwal\, National Institute of Education Planning and Administration (NIEPA) The higher education s ystem in India has witnessed a rapid growth over the last few decades\, and has seen a shift from elite stage of development to a stage of massi fication. Progressive state policies of affirmative action have played a n influencing role in the distribution of higher education opportunities in India and in creating a diverse student body. Diversity in student c omposition is reflected in terms of their caste\, ethnic\, class\, lingu istic\, regional\, and religious backgrounds. This presentation will sha re empirical evidence from a large scale mixed-method study on dynamics of emerging phenomenon of student diversity in higher education campuses in India. The empirical evidence from the study showed that the best wa y to analyse student diversity is by categorising the phenomenon into di stinct\, but\, related stages which not only helps in understanding the issue of diversity\, but also provides institutions a framework for acti on to develop inclusive campuses. These stages are at the level of entry (Stage I)\, at the level of academic integration after the entry (Stage II)\, and at the level of interactions and engagements outside the acad emic activities\, that is\, in non-academic space\, which entails a cond ition of equality and social inclusion (Stage III). The findings suggest that higher education system in the country has made commendable improv ement in achieving social diversity though new forms of inequalities hav e emerged in the form of institutional and disciplinary segregations. Fu rthermore\, students from the socially disadvantaged background experien ce low degree of integration in the academic realms in the classrooms\, low levels of social interactions and participation in out-of classroom activities. As a result of insensitive and unresponsive institutional cu lture which also reproduces dominant norms and ideologies\, mechanisms o f managing experiences in academic and social spheres are mostly ineffec tive and students remain unsupported. Strengthening of existing institut ional mechanisms that address academic and social concerns of diverse st udents and sensitivity from the higher education institutional managers is essential to promote an inclusive campus environment. Social Class in Education: Experiences of students from Economically Weaker Section in an Elite Private School in Delhi Ms Sharmila Rathee\, University of Delh i Concepts and practices around inclusion in education has been an area of regular interest among practitioners\, policy makers and researchers. However\, in Indian context\, some social groups have received more att ention than others in terms of policy initiatives as well as research fo cus. For example\, Inclusion in terms of disability\, schedule castes\, scheduled tribes\, religious minorities and girls have received comparat ively better attention than linguistic minorities\, cultural minorities and economically weaker sections. Reflections on current Indian educatio n system clearly present economy based disparities in terms of access to schooling. A clear trend can be seen in terms of class based school cho ices with upper and middle class families choosing high-fee private scho ols and lower economic classes going to government schools. In the light of aspirations\, there has been a remarkable shift in lower middle clas ses choosing low-fee private schools over government schools\; however t here have been little evidences for the quality offered by these schools to meet the aspirations of targeted population (Nambissan\, 2012). This scenario resulted in a gap of the accessibility of considered quality o f education\, which has been one of the main concerns in contemporary ed ucation system. To trounce the disparity in terms of school choices due to economic constraints\, RtE act has provided provision of 25% reservat ion for the children belonging to economic weaker and socially disadvant aged groups. Clause 12 under this Act directs all private schools to adm it children belonging to weaker sections and disadvantaged groups from t he neighborhood on at least 25% of the total seats of the entry class (p re-school or class I whichever is the case) and provide free education t o admitted students till elementary level. Under this provision\, privat e schools were given responsibility to promote social inclusion\, recogn ition and respect for diversity and helping disadvantaged groups to achi eve an equal status in society (Sujatha & Sucharita\, 2016). While\, Rig ht to Education (2009) act has been significant in providing several pro visions related to inclusion and covers a vast range of social groups in conceptualizing inclusive education\; Present paper specifically focuse s on inclusion vis-à-vis social class. Based on an ethnographic study in an elite private school in Delhi\, an attempt has been made to explore and understand the practices at school level (micro level practices) in context of this provision to make sense of how different agents at schoo l negotiates with the social and cultural distinctions in such settings. LOCATION:Room S2.09 Law School\, Social Studies Building CATEGORIES: LAST-MODIFIED:20181004T151136Z ORGANIZER;CN=Sandra Phillips: END:VEVENT END:VCALENDAR