This book chapter critically examines the influence of caste on educational access, experiences, and outcomes in India. It explores the gap between policy promises of equality and the persistent social disparities that continue to impact students from marginalized castes, shedding light on challenges within the education system and the need for meaningful reform.
Authors
Sameena Dalwai, Professor, O.P. Jindal Global University, Sonipat, Haryana, India.
Asmita Singh, Assistant Professor, Jindal Global Law School, O.P. Jindal Global University, Sonipat, Haryana, India.
Summary
This chapter discusses the tenacious challenge of caste-based discrimination in the Indian education system, regardless of the right to education being a fundamental right. It relies on contemporary data to show the disparities in access to education for lower-caste students, and also discusses the experiences of lower-caste students, who undergo discrimination, exclusion, and violence.
Susan Gooden’s Social Equity framework and the name, blame, and claim method is used for understanding the issue of caste in education. We discuss the efficacy of reservation policies, advocating for their continued relevance in addressing systemic inequalities. Lastly, the chapter calls for transparency and equity in educational opportunities and aim towards a more inclusive and equitable education structure.
Published in: Handbook on Diversity, Equity, and Inclusion in Public Administration, Edited by Meghna Sabharwal , Sean A. McCandless , and Shilpa Viswanath.
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