Facets of urban poverty and discrimination impacting child education outcomes among migrants: A study of two cities
By: Sinha, Archana
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Material type: 
BookPublisher: IASSI Quarterly: Contributions to Indian Social Science Description: 39(3), Jul-Sep, 2020: p.457-481.Subject(s): Education, Caste, Children, Occupation, Exclusion, Discrimination, Uttar Pradesh
In:
IASSI Quarterly: Contributions to Indian Social ScienceSummary: Improved education can have vital concerns for the plans and implementation of development strategies and their impact on the poor. The study in Uttar Pradesh reveals that there is no apparent gender discrimination in children continuing education from households currently engaged in the unclean occupation. The urban poverty is the most prevailing factor that forces many from traditionally clean occupation to take up unclean work, as evident from the case of Ahir, Gadariya in Mathura, and Kashyap in Ghaziabad. The urban poverty is the overriding factor that forces many from traditionally clean occupation to take up unclean work, as evident from the case of Kumhar and Ahir in Mathura. The dropout for boys is higher amongst Valmikis, Khatik, and Raigad. The situation of never entry is higher amongst Scheduled Castes Valmikis, and nil amongst Kashyap, Gadariya, Ahir caste communities. The study indicates that the education status of children associated with unclean occupation has improved to some extent because of Right of Children to Free and Compulsory Education Act, which provides for free and compulsory education to all children aged 6 to 14 which is anchored in principles of equity and non-discrimination. However, education completion has not gone much at higher levels due to the fact that dropout is high at secondary and primary level. The reason for poor educational achievements is household related social and economic; poverty, low literacy of parents, intra-household and community settings and living conditions. Nevertheless, discrimination and exclusion happen to be the main issue for their educational backwardness in terms of access to school, school type, infrastructure, provisions and facilities in school, inclusive behaviour and attitude of authorities in institution, teachers and peer groups. These result in students' participation, withholding, attainment, and completion of education. The disparity along caste lines is evident in the educational process. – Reproduced
| Item type | Current location | Call number | Vol info | Status | Date due | Barcode |
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Articles
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Indian Institute of Public Administration | 39(3), Jul-Sep, 2020: p.457-481 | Available | AR124331 |
Improved education can have vital concerns for the plans and implementation of development strategies and their impact on the poor. The study in Uttar Pradesh reveals that there is no apparent gender discrimination in children continuing education from households currently engaged in the unclean occupation. The urban poverty is the most prevailing factor that forces many from traditionally clean occupation to take up unclean work, as evident from the case of Ahir, Gadariya in Mathura, and Kashyap in Ghaziabad. The urban poverty is the overriding factor that forces many from traditionally clean occupation to take up unclean work, as evident from the case of Kumhar and Ahir in Mathura. The dropout for boys is higher amongst Valmikis, Khatik, and Raigad. The situation of never entry is higher amongst Scheduled Castes Valmikis, and nil amongst Kashyap, Gadariya, Ahir caste communities. The study indicates that the education status of children associated with unclean occupation has improved to some extent because of Right of Children to Free and Compulsory Education Act, which provides for free and compulsory education to all children aged 6 to 14 which is anchored in principles of equity and non-discrimination. However, education completion has not gone much at higher levels due to the fact that dropout is high at secondary and primary level. The reason for poor educational achievements is household related social and economic; poverty, low literacy of parents, intra-household and community settings and living conditions. Nevertheless, discrimination and exclusion happen to be the main issue for their educational backwardness in terms of access to school, school type, infrastructure, provisions and facilities in school, inclusive behaviour and attitude of authorities in institution, teachers and peer groups. These result in students' participation, withholding, attainment, and completion of education. The disparity along caste lines is evident in the educational process. – Reproduced
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