Equity in and Through Education: Changing Contexts, Consequences and Contestations [1 ed.] 9789004366749, 9789004366732

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Equity in and through Education

The Comparative Education Society in Europe ඏඈඅඎආൾ 5 Series Editor Stephen Carney, Roskilde University, Denmark (CESE President) Editorial Board: The CESE Executive Committee Carlo Cappa, University of Rome, Italy Eleftherios Klerides, University of Cyprus, Cyprus +DQV*HRUJ.RWWKR൵Freiburg University of Education, Germany Paul Morris, UCL Institute of Education, England Eleni Prokou, Panteion University of Social and Political Sciences, Greece Michele Schweisfurth, University of Glasgow, Scotland 7KH&RPSDUDWLYH(GXFDWLRQ6RFLHW\LQ(XURSH&(6( LVDQLQWHUQDWLRQDOQRQSUR¿WPDNLQJ DVVRFLDWLRQRIVFLHQWL¿FDQGHGXFDWLRQDOFKDUDFWHU&(6(ZDVIRXQGHGLQLQ/RQGRQDQG LVDIRXQGLQJVRFLHW\RIWKH:RUOG&RXQFLORI&RPSDUDWLYH(GXFDWLRQ6RFLHWLHV:&&(6  CESE has traditionally promoted a space for dialogue amongst scholars, specialists and \RXQJ UHVHDUFKHUV IURP WKH ¿HOG RI HGXFDWLRQ DQG RWKHU GLVFLSOLQHV 0RUH VSHFL¿FDOO\ LWV purpose is to encourage and promote comparative and international studies in education by: ‡ S URPRWLQJDQGLPSURYLQJWKHWHDFKLQJRIFRPSDUDWLYHHGXFDWLRQLQLQVWLWXWLRQVRIKLJKHU learning; ‡ V WLPXODWLQJUHVHDUFK ‡ I DFLOLWDWLQJWKHSXEOLFDWLRQDQGGLVWULEXWLRQRIFRPSDUDWLYHVWXGLHVLQHGXFDWLRQ ‡ LQWHUHVWLQJSURIHVVRUVDQGWHDFKHUVRIRWKHUGLVFLSOLQHVLQWKHFRPSDUDWLYHDQGLQWHUQDWLRQDO dimension of their work; ‡ F RRSHUDWLQJ ZLWK WKRVH ZKR LQ RWKHU GLVFLSOLQHV DWWHPSW WR LQWHUSUHW HGXFDWLRQDO developments in a broad context; ‡ R UJDQLVLQJFRQIHUHQFHVDQGPHHWLQJV ‡ F ROODERUDWLQJ ZLWK RWKHU &RPSDUDWLYH (GXFDWLRQ 6RFLHWLHV DFURVV WKH ZRUOG LQ RUGHU WR IXUWKHULQWHUQDWLRQDODFWLRQLQWKLV¿HOG Every two years CESE organises an international conference of high scholarly standards which attracts academics, scholars, practitioners and students from all parts of Europe and DURXQGWKHZRUOG7KURXJKRXWLWVKLVWRU\&(6(KDVRUJDQLVHGWZHQW\IRXUVXFKFRQIHUHQFHV a special conference for the 25th anniversary of the Society, a symposium, and two ‘CESE ,Q%HWZHHQV¶ ,Q%HWZHHQV DUH LQWHUQDWLRQDO V\PSRVLD RUJDQLVHG EHWZHHQ WKH ELHQQLDO FRQIHUHQFHV$ZHEVLWHRI&(6(LVPDLQWDLQHGDWKWWSZZZFHVHHXURSHRUJ

The titles published in this series are listed at brill.com/ciec

Equity in and through Education Changing Contexts, Consequences and Contestations Edited by

Stephen Carney and Michele Schweisfurth

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Cover illustration: May Carney $OOFKDSWHUVLQWKLVERRNKDYHXQGHUJRQHSHHUUHYLHZ /LEUDU\RI&RQJUHVV&DWDORJLQJLQ3XEOLFDWLRQ'DWDLVDYDLODEOHRQOLQHDW KWWSFDWDORJORFJRY 1DPHV&DUQH\6WHSKHQHGLWRU Title: Equity in and through education : changing contexts, consequences, and FRQWHVWDWLRQVHGLWHGE\6WHSKHQ&DUQH\DQG0LFKHOH6FKZHLVIXUWK 'HVFULSWLRQ/HLGHQ%RVWRQ%ULOO>@_6HULHV7KHFRPSDUDWLYH HGXFDWLRQVRFLHW\LQ(XURSH,6619ROXPH_,QFOXGHVELEOLRJUDSKLFDO references DQGLQGH[ ,GHQWL¿HUV/&&1SULQW _/&&1HERRN _,6%1 (ERRN _,6%1SENDONSDSHU _,6%1 KDUGEDFNDONSDSHU 6XEMHFWV/&6+(GXFDWLRQDOHTXDOL]DWLRQ&URVVFXOWXUDOVWXGLHV_ 0XOWLFXOWXUDOHGXFDWLRQ&URVVFXOWXUDOVWXGLHV &ODVVL¿FDWLRQ/&&/&HERRN _/&&/&(SULQW _''& GF /&UHFRUGDYDLODEOHDWKWWSVOFFQORFJRY ,6%1SDSHUEDFN ,6%1KDUGEDFN ,6%1HERRN &RS\ULJKWE\.RQLQNOLMNH%ULOO19/HLGHQ7KH1HWKHUODQGV .RQLQNOLMNH%ULOO19LQFRUSRUDWHVWKHLPSULQWV%ULOO%ULOO+HV 'H*UDDI %ULOO1LMKR൵%ULOO5RGRSL%ULOO6HQVHDQG+RWHL3XEOLVKLQJ $OOULJKWVUHVHUYHG1RSDUWRIWKLVSXEOLFDWLRQPD\EHUHSURGXFHGWUDQVODWHG stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written SHUPLVVLRQIURPWKHSXEOLVKHU $XWKRUL]DWLRQWRSKRWRFRS\LWHPVIRULQWHUQDORUSHUVRQDOXVHLVJUDQWHGE\ .RQLQNOLMNH%ULOO19SURYLGHGWKDWWKHDSSURSULDWHIHHVDUHSDLGGLUHFWO\WR7KH &RS\ULJKW&OHDUDQFH&HQWHU5RVHZRRG'ULYH6XLWH'DQYHUV0$ 86$)HHVDUHVXEMHFWWRFKDQJH 7KLVERRNLVSULQWHGRQDFLGIUHHSDSHUDQGSURGXFHGLQDVXVWDLQDEOHPDQQHU

CONTENTS

,QWURGXFWLRQ Stephen Carney and Michele Schweisfurth  (TXLW\DJDLQVWWKH2GGVThree Stories of Island Prisons, Education and +RSH Elaine Unterhalter  Holocaust Education in Transition: $7UDQVQDWLRQDO3HUVSHFWLYH Masako Shibata



 

 Implementing Multicultural Curriculum for Equity: Islam in Hong Kong (GXFDWLRQ Liz Jackson



 Educational-Work Projects and Post-Graduate Pathways of Secondary Students in Chile: ,QGLYLGXDO6WUDWHJLHVLQDQ8QHTXDO(GXFDWLRQ6\VWHP Leandro Sepúlveda and María José Valdebenito



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 'LVFRXUVHDQG'HVLUH:HOOEHLQJDV(VFDSHIURP1HSDOL9LOODJH/LIH Joanna Nair



 'RLQJ(TXDOLW\WKURXJK*UHDWHU7UDQVSDUHQF\"Troubling Surveillance ([SDQVLRQLQWKH5XVVLDQ6FKRRO6\VWHP Nelli Piattoeva



 Contesting the Cities: $&RPSDUDWLYH3HUVSHFWLYHRQWKH*HRJUDSKLFDOO\ 6SHFLILF7HQGHQFLHVLQ8UEDQ(GXFDWLRQ3ROLFLHV Sezen Bayhan



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CONTENTS

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 ,QWHUURJDWLQJ(TXLW\'LVFRXUVHVConceptual Considerations and 2YHUORRNHG&RPSOH[LWLHV Marianna Papastephanou



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67(3+(1&$51(V@RIPHDQLQJ¶ =LWWRXQHWDOSS±  µ6\PEROLFHOHPHQWV¶ZKLFKDUH³VKDUHGFRQFUHWHWKLQJVRUVRPHVRFLDOO\VWDELOL]HG patterns of interaction or customs that encapsulate meanings or experience for SHRSOH´EHFRPH³V\PEROLFUHVRXUFHV´ZKHQXVHGLELGS HLWKHUWRFKDOOHQJH “social representations” in the transition to a new socio-cultural formation or to UHLQIRUFHH[WDQW³VRFLDOUHSUHVHQWDWLRQV´LELG µ6\PEROLFUHVRXUFHV¶PD\EHXVHG for: ‘external’ effect to enable individuals to achieve new identities, repositioning WKHPVHOYHVLQ³WKHZHEVRIVRFLDOUHODWLRQV´DQGRUIRUµLQWHUQDO¶HIIHFWWR³UHJXODWH HPRWLRQDO H[SHULHQFHV >DQG@ FKDQJH« XQGHUVWDQGLQJV RI WKLQJV´ UHVKDSLQJ KRZ WKH\ UHSUHVHQW WKHLU RZQ ZRUOGV LELG S   $ µV\PEROLF UHVRXUFH¶ LV WKXV D ‘punctual element that makes a vertical connection’ between the individual and the VRFLDOLELGS  

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How ‘symbolic resources’ are used and valued is especially relevant in a community which contains distinct groups; extremely privileged and extremely XQGHUSULYLOHJHG LQGLYLGXDOV 7KH PHDQV XVHG WR DWWDLQ RU UHWDLQ FXOWXUDO DQG V\PEROLFFDSLWDOPD\,FRQWHQGEHEHVWXQGHUVWRRGLQWHUPVRIµV\PEROLFUHVRXUFHV¶ %RXUGLHX  S   DUJXHG WKDW EHFDXVH RI LWV DXWRQRPRXV QDWXUH FXOWXUDO capital in the form of educational qualifications can become symbolic capital (“prestige, reputation, fame”), which is the form capital takes when “perceived and UHFRJQL]HGDVOHJLWLPDWH´,QFRQWH[WVVXFKDV0DOODJDRQZKHUHDFFHVVWRVFKRROLQJ and academic qualifications have recently increased massively amongst traditionally excluded groups, the traditionally advantaged: «VWHSXSWKHLULQYHVWPHQWV«>LQHGXFDWLRQ@WRPDLQWDLQWKHUHODWLYHVFDUFLW\ RIWKHLUTXDOLILFDWLRQV«%RXUGLHX>@ $OWKRXJK WKH TXDOLILFDWLRQ LV D IRUP RI µV\PEROLF FDSLWDO¶ %RXUGLHX   , argue that the actual efforts taken by the privileged to keep their position in the FDVWH VWUXFWXUH DUH EHWWHUXQGHUVWRRG LQ WHUPV RI =LWWRXQHW DO¶V   µV\PEROLF resources’, which consist of ‘symbolic elements’ which the privileged deliberately use to reinforce the threatened ‘social representation’ in which they are powerful, DQGWRHQVXUHWKHLUSUHURJDWLYHWRµV\PEROLFFDSLWDO¶ :(//%(,1*$60,*5$7,21)25$%(77(5('8&$7,21

I will now present voices from the community in the light of the theories I have just outlined, beginning with an understanding of personal wellbeing as migration for a EHWWHUHGXFDWLRQIXUWKHUDQGIXUWKHUDILHOGIURP0DOODJDRQ 'HYLD%UDKPDQLQKHUHDUO\IRUWLHVOLYHGLQ0DOODJDRQXQWLOVKHZDVWZHQW\ ILYHVWXG\LQJDWWKHORFDOVFKRROXQWLO&ODVVDWDWLPHZKHQRQO\RIJLUOVLQ WKHDUHDVHFXUHGWKH6FKRRO/HDYLQJ&HUWLILFDWH:KHQ,ILUVWPHWKHULQVKHZDV at home, awaiting an arranged marriage, and usually helping in the fields, fetching ZDWHUZDVKLQJFORWKHVRUFRRNLQJ6XEVHTXHQWO\KRZHYHUKHUEURWKHUVHQDEOHGKHU WROHDYHWKHYLOODJHDQGVWXG\PLGZLIHU\LQDQHDUE\WRZQ:KHQ,PHWKHULQ she told me, with pride and gratitude in her voice: My brothers said okay, our sister is old but we will educate her, my brothers HGXFDWHGPH«0\EURWKHUVGLGYHU\JRRGE\PH $IWHU WUDLQLQJ 'HYL PDUULHG PRYHG WR WKH GLVWULFW KHDGTXDUWHUV DQG EHJDQ ZRUN LQWKHKRVSLWDODVDPLGZLIH'HVSLWHWKHZHOOEHLQJ'HYLWROGPHVKHH[SHULHQFHV through the status she now has in the hospital as a health counsellor, she described the issue she now has: 0\GDXJKWHUKDVJURZQXS,DPYHU\ZRUULHGDERXWKHU«DERXWKHUVWXG\ « )RU P\ GDXJKWHU WKHUH LV QRWKLQJ KHUH 7KHUHIRUH , PXVW HLWKHU JR WR 'KDQJDGKLRU.DWKPDQGX 

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'HYLZDQWVKHUGDXJKWHUWRVWXG\VL[WKIRUPOHYHO6FLHQFHPDNLQJKHUHOLJLEOHWR WUDLQDVDVWDIIQXUVHRUSKDUPDFLVWEXWWKHVHFRXUVHVDUHXQDYDLODEOHORFDOO\+HQFH LQWZR\HDUVZKHQKHUGDXJKWHUUHDFKHVWKDWOHYHO'HYL³ZLOOKDYHDELJSUREOHP´ 'HYL¶VPRWKHUZDVXQHGXFDWHGDQGKDVOLYHGLQ0DOODJDRQVLQFHPDUULDJH'HYL LVSURXGWRKDYHOHIWVXFKDOLIHEHKLQG+RZHYHUGHVSLWHKHUSRVLWLYHH[SHULHQFH directly resulting from her training and work in the nearby town, she has higher aspirations for her daughter; the locally available midwifery course would be LQVXIILFLHQWIRUWKHIXWXUHVKHKDVSODQQHGIRUKHU 'HYL UHYHDOV ZHOOEHLQJ WR EH D UHODWLRQDO process of interaction with others, in which she values her control of resources which were formerly controlled by PHQ+HUXQGHUVWDQGLQJLVDIIHFWHGE\¶VSS± µ,QGLYLGXDOLVP’ and ‘Hierarchy¶µLQVWLWXWLRQDOIRUPVRIVRFLDORUJDQLVDWLRQ¶ ,QFUHDVLQJRSSRUWXQLWLHVRXWVLGHWKHFRPPXQLW\KDYHOHGWR'HYL¶VYDOXLQJWKH ‘Individualism’ form; as the first woman in her immediate family to have her own income and a job which affords her status, she derives wellbeing from the liberty WKLVJLYHVKHU(YHQWKRXJKFRXFKHGLQQHJDWLYHWHUPV'HYLVHHPHGSURXGWREHLQD position to be able to play a part in choosing whether to move to the capital city for KHUGDXJKWHU¶VIXUWKHUHGXFDWLRQ%RWKWKH³PDWHULDOSURVSHULQJ´DQGWKH³VXFFHVVIXO SXUVXLWDQGDFKLHYHPHQWRISHUVRQDOREMHFWLYHV´LELGS RIWKHµ,QGLYLGXDOLVP¶ form of social organisation contribute to her plans to migrate further afield for her GDXJKWHU¶VHGXFDWLRQ Mallagaon’s lower castes are increasingly gaining access to hostel-based education and are hence also able to realise their desire to move from Mallagaon WRQHDUE\WRZQVDQGFLWLHVIRUEHWWHURSSRUWXQLWLHVDVH[SORUHGODWHULQWKHFKDSWHU 3RVVLEO\LQUHVSRQVH0DOODJDRQ¶VZHDOWK\XSSHUFDVWHVOLNH'HYLQRZVHQGWKHLU FKLOGUHQHYHQIXUWKHUDILHOGIRUHGXFDWLRQ'HYLLQWHQGVWRVWHSXSKHULQYHVWPHQWV in education by migrating increasingly far from her natal village, thus maintaining her family¶V³DVFULEHG«SODFHLQ>WKH@VRFLDORUGHU´LELGS RI0DOODJDRQ at the top of the caste hierarchy and maintaining the symbolic capital of her family’s superior educational qualifications relative to those of most Mallagaon IDPLOLHV I consider her proud talk of her plans to be a ‘symbolic resource’, through use of which she derives wellbeing through the external effect it has on her social position of increasing power, and which she also uses to reinforce the threatened ‘Hierarchy’ IRUPRIVRFLDORUJDQLVDWLRQZKLFKIDYRXUVKHU,QFUHDVLQJVRFLDODQGJHRJUDSKLFDO mobility RI DOO 0DOODJDRQ¶V VRFLDO JURXSV KDV UHVXOWHG LQ VKLIWLQJ DVSLUDWLRQV Because of the increasing opportunities for the disadvantaged, the advantaged find means to maintain their social advantage and their ‘top’ position relative to other current or former community members, leading to a continuation of social UHSURGXFWLRQ Some upper caste members of Mallagaon who have emigrated for better educational opportunities recognise that their emigration may be detrimental to the ZHOOEHLQJRIWKHLUFRPPXQLW\2QHVXFK*\DQDVWDWHGUHJUHWIXOO\ 

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3HRSOH XVHG WR FRQWULEXWH LQ VFKRRO DQG VRFLHW\ EXW QRZ SHRSOH« >DUH@ QRW WDNLQJWKDWVRUWRIUHVSRQVLELOLWLHV&RXOGEHGXHWRWKHODFNRIDJRRGOHDGHU« KHRUVKHFDQXQLI\WKHYRLFHDQGPDNHDOOWKHWKLQJVLQWRWUDQVIRUPDWLRQ:H HGXFDWHGSHRSOHDUHQRWLQWKHFRPPXQLW\ This understanding also undermines the personal wellbeing Gyana may derive from WKHEHWWHUHGXFDWLRQKHKDVDFFHVVHGE\HPLJUDWLQJ,GHQWLI\LQJKLPVHOIDVRQHRI Mallagaon’s educated, he voices his regret that their migration from the community has led to the loss of ‘community order’, the core value of the ‘Hierarchy’ form of VRFLDORUJDQLVDWLRQS IDYRXUHGE\*\DQD¶V%UDKPDQFDVWH,QGRLQJVRKH UHDIILUPVWKLVQRZWKUHDWHQHGIRUPRIVRFLDORUJDQLVDWLRQ :(//%(,1*7+528*+µ287.12:/('*(¶

In part owing to the example set by the upper castes such as those described above, PDQ\'DOLWVDOVR\HDUQWRHVFDSHWKHFRPPXQLW\DQGPRYHWRDWRZQRUFLW\9LNUDP WKHILUVWRIKLV'DOLWFODQWREHFRPHOLWHUDWHZLVKHGWRPLJUDWHDQGKDVGRQHVRVLQFH I carried out my research), despite the niche he had made for himself locally as a successful businessman, no longer dependent on Mallagaon’s upper castes for his VXUYLYDO7KLVLVDOVREHFDXVHKHEHOLHYHVWKDWWKHORFDOVFKRROSURYLGHVDQHGXFDWLRQ that is “not useful for life”, and that he and his son would gain greater knowledge XQDYDLODEOHORFDOO\ LQDFLW\ 9LNUDPGHVFULEHGµout-knowledge’, as he and other in Mallagaon term it, thus: Knowledge of outside, after going out your good and bad people, good and EDG WUHQGV DOO FDQ EH XQGHUVWRRG 7KH FKLOGUHQ WKHUH >LQ 'KDQJDGKL@ ZKR KDYHFRPSOHWHG&ODVVRUKDYHPRUHH[SHULHQFHWKDQWKRVHZKRKDYHGRQH ,QWHUPHGLDWH (GXFDWLRQ DQG %DFKHORU RI (GXFDWLRQ KHUH 7KH\ NQRZ DERXW HYHU\WKLQJ $OWKRXJKKHSUHIHUV0DOODJDRQKLVELUWKSODFH9LNUDPH[SODLQHGWKDW «WKHUH LV QRW WKDW PXFK >RSSRUWXQLW\ KHUH@ « ,I \RX OLYH RXWVLGH JRRG NQRZOHGJHFRPHV ,IKHFRXOGDIIRUGLW9LNUDPGUHDPVRIVHQGLQJKLVVRQWRDSULYDWH(QJOLVKPHGLXP GD\VFKRROLQ'KDQJDGKLLQRUGHUWKDWKHPD\EHQHILWIURPµout-knowledge’ and so escape village life since: 8QWLORQHJHWVRXWRIKHUHRQHLVOLNHDIURJLQDZHOO$IURJLQDZHOOFDQQRWJR DQ\ZKHUH«GRHVQRWNQRZDQ\WKLQJDERXWWKLQJVRXWVLGH The newly forming discourse of ‘out-knowledge’ appears to include formal education outside the village, informal learning derived from wider experience (both good and bad) and opportunities which people living in rural areas like Mallagaon are often XQDZDUHRIRUFDQQRWDFFHVV 

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9LNUDP¶V WKLUVW IRU µout-knowledge’ probably led him to dismiss Mallagaon as “your village area” believing that children who stay will be “ruined”; his decisions seem greatly influenced by how much ‘out-knowledge’ he can access, or dream of accessing, for himself and his family7KHYDOXH9LNUDPDWWDFKHVWRµout-knowledge’ comes from personal experience; it is from skills training in Kathmandu, not from the local school, that he believes he learnt what he required to be a successful EXVLQHVVPDQ Shivapriya, a young Chhetria upper caste woman who emigrated after studying a sixth form level teaching course at the local school, similarly appreciates life in the city for the new things that can be learnt, including skills such as knitting and NQRZOHGJH RXWVLGH WH[WERRNV HVSHFLDOO\ DERXW FRSLQJ LQ WKH RXWVLGH ZRUOG 6KH will educate her son anywhere except in the villages because there “they don’t have NQRZOHGJHRIRXWVLGHWKLQJV´ 7KHZD\VLQZKLFK9LNUDPPDUJLQDOLVHGE\FDVWHDQG6KLYDSUL\DGLVDGYDQWDJHG by gender, talk about their plans for their children’s education outside the village can also be understood as symbolic elements made, through their verbalisation, into V\PEROLFUHVRXUFHV7KHLUFDSDFLW\WRLPDJLQHGLIIHUHQWIXWXUHVLPSURYHVWKHLUVHOI image and helps them to reposition themselves in the social hierarchy, experiencing wellbeing through the different interactions they are now able to have with others PRUHSULYLOHJHGWKDQWKHPVHOYHVHYHQLIWKHLUDVSLUDWLRQVFRPHWRQRWKLQJ The understanding that urban life and education lead to personal wellbeing through ‘out-knowledge’ may derive from the familiarisation of the outside world through radio, television and increased geographical mobility,WLVDOVRGHULYHGIURP DGLVFRXUVHRIGHYHORSPHQWDVPRGHUQLVDWLRQVWLOOSUHYDOHQWLQ1HSDODQGH[SORUHG E\3LJJLQWKHHDUO\V6KHIRXQGWKDWPDQ\1HSDOLVVDZµbikas’ (development) DV HLWKHU VRPHWKLQJ H[WHUQDO WR 1HSDO RU FLW\EDVHG WKH FLW\ UHSUHVHQWLQJ WKH economically rich future to be strived for and the village the poverty-ensnared SDVWWREHOHIWEHKLQG7KLVOHDGVWRSRODULVDWLRQRIYLOODJHDQGFLW\DQGWRYLOODJHUV¶ understanding that ‘bikas’ involves external agency and goods, and that, as µYLOODJHUV¶FRPPXQLW\PHPEHUVDUHLJQRUDQWDQGOHIWEHKLQG3LJJ  Thus far, I have shown how the dominant understanding of wellbeing as escape from rural village life is relational, dependent upon the actions and opportunities open to other community members and structured by institutional forms of social RUJDQLVDWLRQDQGWKHGLVFRXUVHVDVVRFLDWHGZLWKWKHP,KDYHDOVRGHPRQVWUDWHGKRZ these understandings and discourses develop through human agency and personal H[SHULHQFH:RPHQDQG'DOLWVYDOXHV\PEROLFUHVRXUFHVDVPHDQVWRDWWDLQZHOOEHLQJ through either talk of escape, which gives them a sense of greater equity and freedom as well as improving their self-image, or through actual escape from the village for better opportunities and for liberty from the gender or caste restrictions experienced LQ0DOODJDRQ7KLVSURFHVVOHDGVWRWKHIRUPDWLRQRIQHZGLVFRXUVHVDQGWKXVKHOSV to change institutionalised discourses and practice, as I will explore, having first illustrated how the school and CEW’s hostel-based programme contribute to the GHVLUHWROHDYHWKHFRPPXQLW\ 

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1DPLQJWZR'DOLWPHQZKRKDYHJRQHRQWREHFRPHWHDFKHUVLQORFDOWRZQVDQG RQH'DOLWZRPDQVWXG\LQJIRUDPDVWHU¶VGHJUHHLQ.DWKPDQGXDQRWKHU'DOLWQRWHG that, due to their CEW-funded hostel-based education, ‘discriminated against people KDYH EHHQ DEOH WR EHFRPH WHDFKHUV¶:KLOH WKLV LOOXVWUDWHV &(:¶V FRQWULEXWLRQ WR social equity, it also illustrates that the education provided prepares people for jobs which usually necessitate their leaving the community, hence increasing their XQGHUVWDQGLQJWKDWHFRQRPLFDQGVRFLDOZHOOEHLQJOLHVRXWVLGHWKHYLOODJH In commenting on the benefits to the personal wellbeing of CEW scholarship recipients, several school teachers showed the understanding that the scholarship is useful in enabling people to leave the community, as indicated in the emboldened WH[WEHORZ$VHQLRUWHDFKHUVDLG …bright children have gone abroad$QRWKHUJRRGWKLQJMXVWDV&(:LVJLYLQJ KHOS²OLNHZLVHSHRSOHZKRJHWDVDODULHGMRERQFHWKH\KDYHEHFRPHVXFFHVVIXO they can do the same thing in other places²JLYLQJKHOSHPSKDVLVDGGHG $QRWKHUVHQLRUWHDFKHUVDLG The main advantage of the CEW funding is that people can get higher level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villagers cannot go immediately to the cityHPSKDVLVDGGHG  The final sentence of this quote reveals an understanding, shared by most of the staff, that emigration IURP WKH YLOODJH LV WKH ORQJWHUP JRDO RI DOO LWV PHPEHUV Both quotes indicate that the school’s hidden curriculum is that education should FRQWULEXWHWRFRPPXQLW\PHPEHUV¶DELOLW\WRPRYHHOVHZKHUH7KLVLVFRPSRXQGHG E\WKHH[DPSOHVHWE\WKHWHDFKHUVDQGGHVFHQGDQWVRIWKHVFKRRO¶VIRXQGHU$OPRVW all of those who work in both the school and hostels educate their children elsewhere having in effect emigrated from the community; their families live elsewhere and WKH\UHVLGHLQ0DOODJDRQRQO\WRZRUNGXULQJWHUPWLPH The rest of the statement quoted above illustrates the teacher’s recognition of the school’s and its hostels’ failure to provide the vocational education relevant to the QHHGVRIWKHORFDOFRPPXQLW\WKDW&(:DWWHPSWHGWRSURYLGHLQWKHODWWHU7KHVDPH teacher also noted that the hostels undermine the basic skills of every villager: 

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…the CEW programme also means that the children will probably be unable WRGRWKHZRUNRIWKHKRPH For example, the girls’ hostel warden noted that the girls, not getting opportunities to FRRNZKHQOLYLQJLQWKHKRVWHOQHYHUOHDUQWKLVVNLOO $V WKHVH H[DPSOHV LOOXVWUDWH GHVSLWH P\ LGHQWLWLHV DV D IRUPHU WHDFKHU LQ WKH school and CEW staff member, many felt able to criticise both the school and CEW’s VFKRODUVKLS SURJUDPPH (YHQ ORZHU FDVWH PHPEHUV RI WKH FRPPXQLW\ ZKR XQWLO recently felt unable to speak out against any of its institutions, spoke of the school’s IDLOXUH WR SUHSDUH WKHP ZLWK WKH SUDFWLFDO VNLOOV WKH\ QHHGHG IRU WKHLU EXVLQHVVHV 2QH'DOLWDGYRFDWLQJSUDFWLFDOWUDLQLQJLQWDLORULQJLQVWHDGRIWKHWKHRU\FXUUHQWO\ offered by the school, noted that “nothing” about his school education had helped in KLVWDLORULQJEXVLQHVV7KHORFDOJROGVPLWKDOVRD'DOLWVDLGVFKRROKDGQRWKHOSHG KLPZKLOH9LNUDPIURPWKHPRVWPDUJLQDOLVHGRI0DOODJDRQ¶V'DOLWFDVWHVVWUHVVHG WKDW³XQWLOQRZWKHUHKDVEHHQQREHQHILWDWDOOIURPVFKRROHGXFDWLRQ´ 9LNUDPDOVRDUJXHGWKDW&(:EHQHILWVRQO\WKRVHZKRKDYHJUHDWHUZHDOWKDQG some education before they start school, indicating his belief that only those with FXOWXUDOFDSLWDOFDQVHFXUH&(:VFKRODUVKLSV2WKHUVIHOWVLPLODUO\WKH'DOLWWDLORU 'LQDNDUFODLPHGWKDWKHXVHGWRDUJXHZLWK&(:WKDWWKHFKLOGUHQRIWKHSRRUUDWKHU WKDQWKRVHRIVFKRROVWDIIVKRXOGEHVXSSRUWHG(YHQVXFFHVVIXOJUDGXDWHVRI&(:¶V VFKRODUVKLSSURJUDPPHIHOWDEOHWRFULWLFLVHLW2QH\RXQJ'DOLWPDQWROGPHWKDWDW times he wished he had never received the CEW scholarship because, as a student, he had felt so miserable and discriminated against by the school staff, since he and RWKHU'DOLWVZHUHPDGHWROLYHLQVHSDUDWHURRPVIURPWKHXSSHUFDVWHER\V$QRWKHU 'DOLW WROG PH WKDW WKH\ KDG WR HDW VHSDUDWHO\ DQG WKDW DW WLPHV KH ZDV IULJKWHQHG Both young men are now well qualified: one is a teacher outside the community DQG DQRWKHU LV D MXQLRU YHW 7KH\ FRQVLGHU WKH QHJDWLYH H[SHULHQFH WKH\ KDG DV scholarship boys in the school hostels as worth it in the overall process of attaining wellbeing through better jobs and hence greater equality with the upper castes and HVFDSHIURPWKHFDVWHGLVFULPLQDWLRQWKH\H[SHULHQFHLQWKHFRPPXQLW\2QHRIWKHP XQGHUVWRRG KLV ZHOOEHLQJ WR OLH LQ EHLQJ VHFUHWDU\ RI D ORFDO 1*2 DQG RQ KDYLQJ recently chaired its meeting, especially since the post and opportunity had until then EHHQWKHUHVHUYHRIWKHXSSHUFDVWHV$WWKHVDPHWLPHWKHLUH[SHULHQFHVLOOXVWUDWH that even educational programmes designed to address casteism may inadvertently contribute to it, and hence to the desire of the lower castes to leave the community to OLYHDQGZRUNLQ1HSDOLWRZQVRUFLWLHVZKHUHFDVWHLVPLVOHVV 1(:',6&2856(6$*$,1677+(/2&$/6&+22/$1' 7+(+267(/%$6('&(:352*5$00(

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due to my identities as former teacher and CEW staff member that I had made WKLV ILQGLQJ 'LVFRXUVHV DURXQG WKH YDOXH RI WKH WKHRU\OHG HGXFDWLRQ RIIHUHG E\ the school, especially relating to the sixth form level teaching course offered since  SUHYHQWHG DQ\ TXHVWLRQLQJ RI LWV UHOHYDQFH HYHQ ZKHQ LW ODWHU ZLWK ORFDO saturation of the teachers’MREPDUNHWEHFDPHFOHDUO\LUUHOHYDQW&RQVWUXFWHGDQG shaped predominantly by its powerful upper caste males who were until recently the only ones able to benefit from the education offered, these discourses had UHPDLQHG XQTXHVWLRQHG XQWLO WKH ODVW GHFDGH +RZHYHU WKH µ+LHUDUFK\’ form of social organisation, with which the school as an institution is associated, is being increasingly challenged by the ‘Enclave’ form of social organisation with its HPSKDVLVRQHTXDOLW\ 7KH LQFUHDVLQJO\ RSHQ FULWLFLVP RI WKH VFKRRO DQG &(: E\ WKH 'DOLW FDVWHV explored in the previous section, can be in part explained by Maoist discourse which TXHVWLRQHG WKH H[LVWLQJ V\VWHP RI IRUPDO HGXFDWLRQ %KDWWDUDL  LQ 7KDSD  RSSRVLQJIRUPDOVFKRROLQJEHFDXVHRILWVHOLWLVPDQGLWVIDLOXUHWREULQJDERXW HTXDOLW\6XFKGLVFRXUVHDVVRFLDWHGZLWKWKHµ(QFODYH¶IRUPRIVRFLDORUJDQLVDWLRQ FDPHWR0DOODJDRQGXULQJWKHFLYLOZDUEHWZHHQDQG DQGHQDEOHGWKH marginalised to challenge Mallagaon’s dominant discourse of schooling as entirely SRVLWLYH7KHDELOLW\WRTXHVWLRQWKHZRUWKRIWKHVFKRRODSSHDUVWRFRQWULEXWHWRWKH wellbeing of the marginalised members of the Mallagaon community, the act of questioning itself being a symbolic resource valued as a means of demonstrating their changing relationship with the upper castes, their increased awareness, voice DQGLQGHSHQGHQFH,WLVDOVRYDOXHGDVDPHDQVRIUHSUHVHQWLQJWKHLURZQVRFLDOZRUOG GLIIHUHQWO\HYHQZKHUHQRDFWXDOFKDQJHRFFXUV Meanwhile, modernisation may also play a part in changing attitudes to the local VFKRRO$QXSSHUFDVWHPLJUDQWIURPWKHFRPPXQLW\H[SODLQHGWKDW0DOODJDRQRQFH virtually self-sufficient, has now become dependent on cash and goods from outside, ZLWK WKH FRVW RI OLYLQJ ULVLQJ GXH WR LPSURYHG WUDQVSRUWDWLRQ DQG FRPPXQLFDWLRQ Consequently, whereas in the past local people prioritised education and literacy, WKH\QRZDVN³ZKDWWRGR"´RQFHOLWHUDWHDQGTXHVWLRQZKHWKHUWKLVHGXFDWLRQFDQ ³FRQWULEXWHWRWKHLUKDSSLQHVVDQGLQFRPHWRUXQWKHLUGDLO\QHHGV´+HDGGHGWKDW QRZDGD\VWKHUHIRUHSHRSOHDUHWKLQNLQJLQWHUPVRILQFRPHJHQHUDWLRQ7KLVZD\RI thinking, relatively new to Mallagaon’s lower castes, belongs to the ‘Individualism’ form of social organisation which favours material prosperity and the pursuit of SHUVRQDO VXFFHVV 6LQFH VDODULHG MREV DUH VFDUFH LQ WKH 0DOODJDRQ DUHD LW DOVR FRQWULEXWHVWRWKHGHVLUHWROHDYHWKHFRPPXQLW\ $OOWKHVHIDFWRUVKDYHOHGWRQHZGLVFRXUVHVLQZKLFKWZRRIWKHFRPPXQLW\¶V institutions are now openly criticised; the education offered by the school is portrayed as irrelevant to community members’ wellbeing, while CEW is seen as XQIDLUO\IDYRXULQJWKHEHWWHURIIDQGH[FOXGLQJWKHSRRU$VDUHVXOWLQDUHODWLRQDO wellbeing cycle of cause and effect, it actually undermines the wellbeing of the PDUJLQDOLVHG 7KHVH SHUFHSWLRQV DORQJ ZLWK WKRVH H[SORUHG HDUOLHU VKRZLQJ WKH school’s hidden curriculum favouring migration, contribute to the desire amongst 

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Mallagaon community members to migrate for a more relevant education and for EHWWHUMRERSSRUWXQLWLHVDQGDPRQJVWWKH'DOLWVWRHVFDSH0DOODJDRQ¶VFDVWHLVPDQG WRDYDLORIWKHVDPHRSSRUWXQLWLHVHQMR\HGE\WKHFRPPXQLW\¶VXSSHUFDVWHV $OWKRXJK WKH KRVWHOV FRQWLQXH WR SURYLGH H[WUD WXLWLRQ RQO\ IRU WKHRU\EDVHG HGXFDWLRQ WKH VFKRRO KDV UHFHQWO\ DGGHG LQ $SULO   DQ DJULFXOWXUDO FRXUVH ZKLFKUXQVWKURXJKWKHILQDOIRXU\HDUVRIVFKRRO7KLVLVEHLQJRIIHUHGDORQJVLGH WKHWUDGLWLRQDOWKHRU\RULHQWHGHGXFDWLRQIRUWKH6FKRRO/HDYLQJ&HUWLILFDWHDQGWKH VL[WKIRUPOHYHOWHDFKHUWUDLQLQJFRXUVHVFXUUHQWO\RQRIIHU7KLVGHFLVLRQPD\ZHOO have been made in response to the new discourses anti the systems of local education and in favour of ‘out-knowledge¶ $1$6&(17',6&2856($6327(17,$/&+$1*($*(17

I have already discussed ‘out-knowledge’ as a local discourse which encourages PLJUDWLRQ$OWKRXJK RQO\ D QDVFHQW GLVFRXUVH LW PD\ DOVR SOD\ D SDUW LQ EULQJLQJ community members back and contribute to an understanding of education as wellbeing forOLIHZLWKLQWKHYLOODJHDV,ZLOOQRZH[SORUH 'LQDNDU D WDLORU FDVWH 'DOLW LQ KLV WKLUWLHV OHIW WKH FRPPXQLW\ ZLWK YHU\ OLWWOH IRUPDO HGXFDWLRQ ZKLFK KH KDG DIWHU DOO IRXQG XVHOHVV +H EHFDPH DQ DSSUHQWLFH XQGHUDFUXHOWDLORUPDVWHULQ0XPEDL2QUHWXUQLQJWR0DOODJDRQKHXVHGKLVµoutknowledge’ as a way of gaining entry, denied to his caste, into a Brahman home WRPHDVXUHDVRIDIRUDFRYHU'LQDNDUH[SODLQHGWRWKHKRXVHKROGHUZKRLQLWLDOO\ tried to stop him from entering by offering to take the measurements himself, that making a sofa cover is complicated and he would rather lose the order than take WKHUHVSRQVLELOLW\IRUWKHZRUNXVLQJWKH%UDKPDQ¶VPHDVXUHPHQWV7KH%UDKPDQ ILQDOO\ JDYH LQ /DWHU ZKLOH VWLWFKLQJ WKH FRYHU 'LQDNDU UHDOLVHG WKDW LW ZDV KLV skill, modernised by his experience in Mumbai, not he, that was victorious over WKH%UDKPDQ¶VFDVWHLVPDQGWKDWZLWKRXWKLVVNLOOKHKDVQRYDOXH'LQDNDUGHULYHV ZHOOEHLQJIURPKLVWDLORULQJH[SHULHQFHLQ,QGLDGHVSLWHKDYLQJKDGGLIILFXOWLHVWKHUH This is because the skill it provided him with has not only contributed to his pursuit of economic success but also to greater social equity for him within Mallagaon, by HQDEOLQJKLPWRILJKWWKHFDVWHKLHUDUFK\ 0HDQZKLOH 'LQDNDU ZDQWV KLV VRQ WR JR HOVHZKHUH IRU D KLJK TXDOLW\ IRUPDO education, train to become a doctor, and then return to Mallagaon or a similarly UXUDO SODFH WR SUDFWLVH PHGLFLQH DQG LPSURYH SHRSOH¶V KHDOWK 0RUH LPSRUWDQW WR 'LQDNDUWKDQKLVVRQ¶VSRWHQWLDOHDUQLQJSRZHU was the possibility that his son, as a GRFWRUPLJKWEHDEOHWRFKDQJHPLQGVHWV+HH[SODLQHGWKDWSHRSOHFRXOGQRWVKRZ discrimination towards his son if he were a doctor; he would be allowed to go inside an upper caste home, even to the woman of the family who, if ill, would be unable WRFRPHRXWVLGH 'LQDNDU¶V QDUUDWLRQ RI KLV VWRU\ DQG RI KLV DVSLUDWLRQV IRU KLV VRQ FDQ EH understood as a symbolic resource, narratives in which the ‘Hierarchy’ form of social organisation manifested locally in the caste system is punctured by events 

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ZKLFK DFKLHYH JUHDWHU VRFLDO MXVWLFH IRU 'DOLWV &RPPLWWHG WR WKH µ(QFODYH¶ IRUP RI VRFLDO RUJDQLVDWLRQ 'LQDNDU JDLQV ZHOOEHLQJ WKURXJK IUHHLQJ KLPVHOI IURP WKH restrictions of casteism, by dreaming of even greater freedom and equality for his son, and by contributing towards a community which is fairer, being based on shared UDWKHUWKDQH[FOXVLRQDU\SULQFLSOHV 9LNUDP ZKRVH XQGHUVWDQGLQJV , H[SORUHG HDUOLHU  DQG 'LQDNDU XQGHUVWDQG temporary migration for work or training as positive because of the ‘out-knowledge’ WKXV JDLQHG %RWK PHQ YDOXH VXFK OHDUQLQJ IRU WKH VRFLDO PRELOLW\, status and opportunities it affords them and their families to break through the village caste KLHUDUFK\$OWKRXJKXOWLPDWHO\9LNUDP¶VDVSLUDWLRQVIRUKLPVHOIDQGKLVVRQLQYROYH emigration IURP 0DOODJDRQ 'LQDNDU¶V LQYROYH WHPSRUDULO\ OHDYLQJ LQ RUGHU WR return with the ‘out-knowledge’ needed to build a better, more equitable future in KLVFRPPXQLW\ This discourse around ‘out-knowledge’, developed out of the grounded experience RIPDUJLQDOLVHGFRPPXQLW\PHPEHUVLVEHFRPLQJLQFUHDVLQJO\SRZHUIXOORFDOO\,W is valued by the marginalised members of the community for its potential to bring material prosperity, freedom, independence, status and greater equity (and hence the RSSRUWXQLW\WRXWLOLVHV\PEROLFUHVRXUFHVWRGLVUXSWWKHKLHUDUFK\RIWKHYLOODJH ,W may also have contributed to the local school’s recent recognition that it needs to FKDQJHLWVFXUULFXOXPWRSURYLGHDPRUHSUDFWLFDOYRFDWLRQDODQGWHFKQLFDOHGXFDWLRQ &21&/86,21

The value placed on geographical and social mobility by the upper caste women 'HYLDQG6KLYDSUL\DWKHXSSHUFDVWHPDQ*\DQDDQGWKHWZRPDOH'DOLWV9LNUDP DQG 'LQDNDU LOOXVWUDWHV :KLWH¶V   µ:HOOEHLQJ &\FOH¶ 7KHLU XQGHUVWDQGLQJV of wellbeing affect, and are affected by, the social structures and institutions of 0DOODJDRQ7KHVHXQGHUVWDQGLQJVVKLIWLQJDFFRUGLQJWRZKDWUHVRXUFHVRWKHUVLQWKH community can access, show wellbeing as relational $VRSSRUWXQLWLHVIRURWKHUVLQWKHFRPPXQLW\LPSURYHERWK'HYLDQG6KLYDSUL\D consider wellbeing to lie in migration for better educational opportunities for their FKLOGUHQ DQG GHULYH ZHOOEHLQJ WKURXJK WDON RI WKHLU SODQV 7KLV LOOXVWUDWHV KRZ much they understand wellbeing to lie in their ability to access resources scarcely available to women of their background: the power to make decisions relating to WKHLUIDPLOLHV¶PLJUDWLRQIRUEHWWHUHGXFDWLRQIRUWKHLUFKLOGUHQ,QWKLVSURFHVVERWK ZRPHQVKRZDJHQF\7KH\PDNHVHQVHRIWKHLUVRFLDOZRUOGVQRWRQO\WKURXJK¶V ‘Hierarchy¶ µLQVWLWXWLRQDO IRUP RI VRFLDO RUJDQLVDWLRQ¶   ZKHUHE\ WKH\ VWULYH to maintain their castes’ superior access to symbolic capital, but also by actively liberating themselves from the restrictions on women and pursuing or planning to SXUVXHWKHLURZQSHUVRQDOREMHFWLYHV9DOXLQJWKHLUDELOLW\WRGRVRWKH\DOVREHJLQ WRPDNHVHQVHRIWKHLUVRFLDOZRUOGVWKURXJK¶Vµ,QGLYLGXDOLVP¶LELG  'HYL6KLYDSUL\D9LNUDPDQG'LQDNDUXVHWDONRIHGXFDWLRQDQGRURIYRFDWLRQDO WUDLQLQJDVDV\PEROLFUHVRXUFH7KLVHQDEOHVWKHPWRUHSRVLWLRQWKHPVHOYHVLQWKH 

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local social setting both to internal effect by enhancing their self-image and to H[WHUQDOHIIHFWE\EULQJLQJDERXWDFWXDOFKDQJH=LWWRXQHWDO  9LNUDP¶VDQG'LQDNDU¶VXQGHUVWDQGLQJRIZHOOEHLQJOLHVLQWKHH[WHQWWRZKLFKWKH\ can access or imagine accessing, ‘out-knowledge¶7KLVLVEHFDXVHWKH\XQGHUVWDQG such knowledge and their new-found power to talk about it, as best enabling them to break the stronghold of the discriminatory ‘Hierarchy¶ LQ 0DOODJDRQ µOutknowledge’ also enables them to make sense of their social worlds through forms of social organisation which bring greater power to them and which are relatively QHZWRWKHFRPPXQLW\9LNUDPDVWKHILUVWRIKLVFDVWHWRUXQDVXFFHVVIXOEXVLQHVV LQWKHORFDOED]DDUDQGWKXVWREHQRORQJHUGHSHQGHQWRQWKHXSSHUFDVWHVIRUKLV OLYHOLKRRGXQGHUVWDQGVZHOOEHLQJWROLHLQ¶V µ,QGLYLGXDOLVP’ form, which HPSKDVLVHVOLEHUW\SHUVRQDOVXFFHVVDQGPDWHULDOSURVSHULW\'LQDNDUZLWKKLVSULGH in breaking through the discriminatory taboos placed on his caste, is less concerned E\PDWHULDOSURVSHULW\+HXQGHUVWDQGVZHOOEHLQJWROLHLQWKHµ(QFODYH¶IRUPZKLFK guides his plans and actions, with its emphasis on equality and on having principles VKDUHGE\DOOLQWKHFRPPXQLW\ QRWHVWKDWZKHQXQGHUWKUHDWIURPRWKHUIRUPVRIVRFLDORUJDQLVDWLRQLQGLYLGXDOV who subscribe to ‘the sanctioned social order’ may react by ever stronger affirmation RILWS *\DQDLQFRPPRQZLWK'HYLDQGPDQ\RIKLV%UDKPDQFDVWH KDVDOUHDG\OHIWWKHFRPPXQLW\IRUEHWWHUHGXFDWLRQDODQGHPSOR\PHQWRSSRUWXQLWLHV However, he re-affirms the ‘Hierarchy’ form by making a point of rueing Mallagaon’s ORVV RI FRPPXQLW\ RUGHU²+LHUDUFK\¶V FRUH YDOXH LELG ²VWDWLQJ WKLV WR EH WKH result of his educated caste’s emigration The school’s and hostel’s hidden curriculum appears to be that wellbeing lies in emigrationIRUHQKDQFHGHGXFDWLRQDQGHPSOR\PHQWRSSRUWXQLWLHV7HDFKHUVPRVWRI whom have emigrated from the community, talk positively of the CEW scholarship SURJUDPPHEHFDXVHRIWKHRSSRUWXQLWLHVLWJLYHVLQGLYLGXDOVWROHDYH$WWKHVDPH time, CEW has failed to contribute to a more locally relevant vocational education, with the hostels it supports continuing to offer only extra tuition in support of the WKHRU\EDVHGVFKRROFXUULFXOXP&(:DQGWKHVFKRROWKXVFRQWULEXWHWRWKHORFDOO\ dominant discourses and hence dominant understandings that wellbeing lies in education that enables escape from village life, as well as in the ability to access ‘out-knowledge¶ 'HVSLWH KDYLQJ SURYLGHG IRU GHFDGHV DQ HGXFDWLRQ ODUJHO\ LUUHOHYDQW WR ORFDO needs and despite the increasingly dominant discourse of ‘out-knowledge’ the local VFKRRO DQG &(: UHPDLQHG XQFULWLFLVHG XQWLO UHFHQWO\ 7KLV LOOXVWUDWHV WKH SRZHU of the dominant upper castes, who founded the school and who continue to run it, to control the minds of others in the community through powerful institutions DQG WKH GLVFRXUVHV DVVRFLDWHG ZLWK WKHP +RZHYHU WKH LQFUHDVLQJ VWUHQJWK RI WKH ‘Individualism’ and ‘Enclave’ forms in Mallagaon, and the resultant greater social HTXLW\DQGLQGHSHQGHQFHIRU'DOLWVDQGZRPHQKDYHUHFHQWO\HQDEOHGFULWLFLVPRI ERWKWKHVFKRRODQG&(:¶VSURJUDPPHLQWKHKRVWHOV=LWWRXQHWDO QRWHWKDW individuals show agency in using symbolic resources to disrupt ‘social representations’ 

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DQGEULQJDERXWQHZPHDQLQJVLQWLPHVRIWUDQVLWLRQ0DOODJDRQ¶V'DOLWVHVSHFLDOO\ derive wellbeing from their relatively recent power to openly question the worth of these institutions and so break through the ‘social representation’ of the school and &(: DV EHLQJ EH\RQG FULWLFLVP ,W LV SRVVLEO\ LQ UHVSRQVH WR WKLV WKDW WKH VFKRRO UHFHQWO\PRGLILHGLWVFXUULFXOXPWRLQFOXGHDPRUHYRFDWLRQDOO\RULHQWHGFRXUVH $V SRLQWVRXWZHOOEHLQJGHSHQGVXSRQWKHIRUPVRIVRFLDORUJDQLVDWLRQ EHLQJ LQ EDODQFH 7KHUH LV SRWHQWLDO IRU WKH LQGLYLGXDOV LQ 0DOODJDRQ LWV VFKRRO and hostels to experience greater wellbeing with ‘Enclave’ and ‘Individualism’ co-existing with ‘Hierarchy¶7KLV FRXOG KDSSHQ RQFH WKH GHVWDELOLVLQJ SHULRG RI transition is over and when the marginalised lower castes have gained sufficiently SRZHUIXODJHQF\ $VIRU&(:WKHFRQWULEXWLRQ,EHOLHYHLWVKRXOGQRZPDNHLVWRKHOSWKHVFKRRO provide a curriculum to equip students ZLWK *HH¶V   µOLEHUDWLQJ OLWHUDF\¶ 7KLVLVµDPHWD'LVFRXUVHDVHWRIPHWDZRUGVPHWDYDOXHVPHWDEHOLHIV ¶ZKLFK enables the critique of other discourses and how they shape us and ‘situate us in VRFLHW\¶LELGS 7KHDLPVKRXOGEHWRµGUDZDWWHQWLRQWRWKHSURFHVVHVWKDW underpin the dominance of some stories and the marginalisation of others’ (White, S ZLWKWKHJRDORIHPSRZHULQJSHRSOHWRFKRRVHZKHWKHUWRVXEVFULEHWR WKHPRUQRWDQGWRUHVLVWWKHPZKHUHQHFHVVDU\*HH 7KLVFRXOGFRQWULEXWHWR a more equitable, inclusive and empowering education that helps ensure community and personal wellbeing, enabling people of all backgrounds to work in and for Mallagaon, as well as beyond it should they so choose 5()(5(1&(6  3   6HQVH DQG VROLGDULWLHV 3ROLWLFV DQG KXPDQ ZHOOEHLQJ ,Q - +DZRUWK  * +DUW (GV  Well-being: Individual, community and social perspectives SS ±  %DVLQJVWRNH 3DOJUDYH 0DFPLOODQ %RXUGLHX3 Language and symbolic power&DPEULGJH3ROLW\3UHVV %RXUGLHX3 Distinction2[RQ5RXWOHGJH&ODVVLFV)LUVWSXEOLVKHG %U\PDQ$ Social research methodsUGHG 2[IRUG283 (VFREDU$ Encountering development: The making and unmaking of the third world.1HZ-HUVH\ 1-3ULQFHWRQ8QLYHUVLW\3UHVV (]]\' Qualitative analysis practice and innovation/RQGRQ5RXWOHGJH *HH -   Social linguistics and literacies: Ideology in discourses QG HG  /RQGRQ 5RXWOHGJH )DOPHU 3DUDMXOL0 6FKRROLQJ7KHZD\SHRSOHVHHLWJournal of Education and Research, 1 ± 3LJJ 6   ,QYHQWLQJ VRFLDO FDWHJRULHV WKURXJK SODFH 6RFLDO UHSUHVHQWDWLRQV DQG GHYHORSPHQW LQ 1HSDOComparative Studies in Society and History, 34 ± 3LJJ6 8QLQWHQGHGFRQVHTXHQFHV7KHLGHRORJLFDOLPSDFWRIGHYHORSPHQWLQ1HSDOSouth Asia Bulletin, XIII± ± 5LHVVPDQ& Narrative methods for the human sciences/RQGRQ6DJH3XEOLFDWLRQV 7KDSD'(G  Understanding the Maoist movement of Nepal.DWKPDQGX0DUWLQ&KDXWDULDQG &HQWUHIRU6RFLDO5HVHDUFKDQG'HYHORSPHQW 81'3 UNDP in Nepal5HWULHYHG1RYHPEHUIURPKWWSZZZQSXQGSRUJFRQWHQW QHSDOHQKRPHFRXQWU\LQIR 8SUHWL% Nepal: Dilemmas of development and change in far Western Hills.1HZ'HOKL,QGXV



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