Connecting families with schools: the bureaucratised relations of 'accountability' in Indian elementary schooling.
Increasing community and parental connection with schools is a widely advocated means of improving levels of student learning and the quality and accountability of education systems across South Asia. This paper draws on a mixed-methods study of accountability relations in education in the Indian st...
| Published in: | Third World Quarterly Vol. 43; no. 8; pp. 1875 - 1896 |
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| Main Authors: | , , , |
| Format: | Article |
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Taylor & Francis Ltd
Aug2022
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=158078850&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 158078850 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01436597 TWQ jtl: Third World Quarterly issn: 01436597 maglogo: Y pubinfo: dt: Aug2022 vid: 43 iid: 8 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 158078850 10.1080/01436597.2022.2070469 ppf: 1875 ppct: 21 formats: fmt: – @attributes: type: T db: hlh ui: 158078850 – @attributes: type: P db: hlh ui: 158078850 tig: atl: Connecting families with schools: the bureaucratised relations of 'accountability' in Indian elementary schooling. aug: au: Dyer, Caroline Jacob, Suraj Patil, Indira Mishra, Preeti affil: School of Politics and International Studies (POLIS), University of Leeds, Leeds, UK School of Development, Azim Premji University, Bangalore, India International Initiative for Impact Evaluation (3ie), Udaipur, India Vidya Bhawan, Udaipur, India su: India Learning Family-school relationships Educational accountability Elementary education Educational quality sug: subj: Learning Family-school relationships Educational accountability Elementary education India Educational quality keyword: accountability relations bureaucratic relations community participation primary schooling accountability relations bureaucratic relations community participation primary schooling ab: Increasing community and parental connection with schools is a widely advocated means of improving levels of student learning and the quality and accountability of education systems across South Asia. This paper draws on a mixed-methods study of accountability relations in education in the Indian states of Rajasthan and Bihar. It explores two questions: what formal platforms exist to enhance connections between socially disadvantaged families and the schools serving them; and (how) do they influence engagement with student learning? It finds that various platforms have proliferated across public, low-cost private and non-government schools. But, while they promote enrolment attendance and monitoring, a substantive focus on student learning is empirically demonstrated to be missing everywhere. The paper argues that an apparently surprising similarity of (dis)connection is located in system features that are common across school types, locations and social structures. It proposes that this is a 'field' in which connection, facilitated by various platforms, is performed according to bureaucratised norms of accountability that even pervade family and community responses. Seeing this as a socially constituted 'field' that constrains meaningful discussion of learning across schooling provision for disadvantaged families contributes new insight for accountability-focused reforms in education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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