Blog: Teaching, learning and disadvantage – from policy to practice

Aug 2016
Meera Samson, CORD, India; and Pauline Rose, University of Cambridge, UK write about recent research in education in India, funded as part of the ESRC-DFID Raising Learning Outcomes programme, and how it will contribute towards an evidence-based strategy of reform. Resources can be downloaded from the event they hosted in India on August 10, 2016 to contribute to the current policy consultation with the Indian government.
Photo ID 84614. 01/01/1989. Demra, Bangladesh. UN Photo/W. Wild. www.unmultimedia.org/photo/
Researchers measure the gender impact of poverty alleviation interventions in rural India and Bangladesh, including how impact has been mediated where cultural attitudes affect women's work and the affect of interventions.
Our ESRC/DFID funded research (RES-167-25-0557) suggested that shame associated with poverty is ubiquitous and structural being imposed by others in their dealings with people in poverty. Shame may serve to perpetuate poverty through eroding individual agency, while policies that stigmatise could be counterproductive in adding to the debilitating effects of shame.
This pilot project provides English-language teaching for members of the deaf community in India including young people in high poverty contexts, and drafts a model of language-teaching interventions. It is an interdisciplinary collaboration including sign linguistics and technologists.
The research delivers an in-depth understanding of the problems that teachers face supporting students from diverse backgrounds, the teaching practices they adopt, and the kinds of support they need to help all children fulfill their learning potential.
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