Chopra, Priti (2017) Deconstructing a colonial legacy: An analysis of Indian secondary education policy. Italian Journal of Sociology of Education, 9 (2). pp. 88-103. ISSN 2035-4983 (Online) (doi:https://doi.org/10.14658/pupj-ijse-2017-2-5)

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Abstract

The Indian secondary education system has, since independence in 1947, strived to transform in terms of policy but failed to transcend in practice the challenges presented by the colonial legacy it inherited. This study draws on Hodgson and Spours (2006) analytical policy framework to critically examine three key Indian secondary education policy initiatives: the Mudaliar Commission Report (1952-1953); the Kothari Commission Report (1964 -1966); and the Twelfth Five-Year Plan (2012-2017). The objectives of this study are to develop an insight into how three policy constructions of knowledge and intervention endeavor to: 1) impact access, governance, pedagogical approaches, curriculum reform and; 2) deepen an understanding of how this interplays with the challenges of inclusivity, equality, quality, equity, achievement and progression in Indian secondary education provision.

Item Type:	Article
Additional Information:	Accepted for publication in a special issue for the Italian Journal of Sociology of Education
Uncontrolled Keywords:	Equity, Equality, Quality, Policy, Secondary education, India
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Publisher
Last Modified:	01 Feb 2018 11:04
URI:	http://gala.gre.ac.uk/id/eprint/16783

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