Elite schooling under an equity ruling: a case study in India. Diana Langmead

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1 Elite schooling under an equity ruling: a case study in India Diana Langmead

2 The equity policy: The Right of Children to Free and Compulsory Education Act, 2009 The elite school: Ripon College, India

3 The Right of Children to Free and Compulsory Education Act, 2009 (RTE) Section 12(1)(c) [the provision]: All private, unaided schools must take 25% of their grade 1 and preprimary enrolments from weaker and disadvantaged sections in their neighbourhood.

4 Public Private Government - central, state & local 92% 6-14 y.o. Aided (by central, state, local gov't.) Unaided - individuals, NGOs, trusts, transnational corporations Unrecognised Recognised 70% 6-14 y.o.

Performing Arts Dance Dramatics Music Fine Arts Sculpture & pottery Woodcraft Bamboo craft Photography Electronics

Skating Karate Aerobics Instruction in English 2,000 students International Associations - Round Square Global

Ambulance Bakery Temple & Mosque Indoor & outdoor shooting ranges 3 Swimming pools Language laboratories Recording

5 Performing Arts Dance Dramatics Music Fine Arts Sculpture & pottery Woodcraft Bamboo craft Photography Electronics Computer skills Needlework Sports - Cricket Football Basketball Hockey Squash Swimming Tennis Shooting Athletics Skating Karate Aerobics Instruction in English 2,000 students International Associations - Round Square Global Connections American Field Service G-20 Tiltshift British Council acres Facilities 30-bed hospital Ambulance Bakery Temple & Mosque Indoor & outdoor shooting ranges 3 Swimming pools Language laboratories Recording studio Gymnasium Skating rink 8 Squash courts 9 Basketball courts 2 Volleyball courts 2 Soccer pitches 2 Hockey pitches Athletics stadium

6 THE PROVISION AS AN EVENT

7 RTE Literature Practicalities of implementation of RTE Inequality of access under RTE Private vs public schools debate amplified by RTE

8 RTE Literature Practicalities of implementation of RTE Inequality of access under RTE Private vs public schools debate amplified by RTE Srivastava & Noronha s study shows private schools: Undermine via non-compliance - evasion, refusal, re/misinterpretation Preserve social closure, power relations, class positioning

9 RTE Literature Practicalities of implementation of RTE Inequality of access under RTE Private vs public schools debate amplified by RTE Section 12 s objectives: The larger objective is to provide a common place where children sit, eat and live together for at least eight years of their lives across caste, class and gender divides in order that it narrows down such divisions in our society. The other objective is that the 75% children who have been lucky to come from better endowed families, learn through their interaction with the children from families who haven t had similar opportunities, but are rich in knowledge systems allied to trade, craft, farming and other services, and that the pedagogic enrichment of the 75% children is provided by such intermingling.

10 Elite Schools Literature Discourse as representation of privilege Strategic performance as practices of elite formation National vs international orientation Advantageous ambiguities Education stratification Affirmative action Charity/service

11 Elite Schools Literature Discourse as representation of privilege Strategic performance as practices of elite formation National vs international orientation Advantageous ambiguities Education stratification Affirmative action Charity/service segregation and polarisation disavowal and obfuscation protection and rejection affectation and deflection

12 Enterprise Equality segregation and polarisation disavowal and obfuscation protection and rejection affectation and deflection appropriation

13 Enterprise Equality a mode of class formations for the new globally oriented elite [by which inequality is normalised and justified in line with contemporary] national cultures of neoliberalism (Sriprakash, Qi & Singh, 2016)

14 Enterprise Equality when the elite emerge as the winners in [class formation] struggles, our advantageous positions are easily perceived as deserved and meritorious, despite the fact the game has been played by our own rules (Sriprakash, Qi & Singh, 2016)

15 Whatever people may say or even believe about equality as a general principle, they are socially and even morally committed to specific practices in which different forms of inequality are embedded. (André Béteille, 2003) The social connection model of responsibility says that all agents who contribute by their actions to the structural processes that produce injustice have responsibilities to work to remedy these injustices. (Iris Marion Young, 2006) Overcoming injustice means dismantling institutionalized obstacles that prevent some people from participating on a par with others, as full partners in social interaction. (Nancy Fraser, 2009)

16 How do elite schools interpret and negotiate national and global equity agendas and how does this influence their programmes and practices? What do they understand social justice to be and what do they see as their role in it? What is the relationship between elite schools understandings of social justice and the way they interpret and negotiate national and global equity agendas? In what ways, if any, is the formation of elite identities and cultures affected by how elite schools engage with equity policies and discourses?

18 Elite schooling under an equity ruling: a case study in India Diana Langmead

ZONING DISTRICTS R-1 R-1U R-1S R-1SU R-2 R-2U R-3 R-UMD R-UHD MR MHP

ZONING DISTRICTS R-1 R-1U R-1S R-1SU R-2 R-2U R-3 R-UMD R-UHD MR MHP RESIDENTIAL AND RELATED USES Accessory apartment, internal B P B P B P B P B P B P B P B Accessory apartment, external P P P P P P P B 1105; 1171 Accessory buildings, structures and uses B B B B B B B