This book studies the exclusion and discrimination that is meted out to Scheduled Caste (SC) students in the Indian Higher Education system, and the psychosocial consequences of such practices. It foregrounds the conceptual debates around caste, exclusion, and reservations in Indian academia, discussing the social dominance and the roots of prejudices in the university spaces. The volume reflects upon the fragile social world in which students from the margins struggle for survival in the academic space. It reveals that these students navigate the various facets of academia – like classrooms, pedagogy, scholarships, hostels, peer groups, and teachers – only to find the academic space a dystopian universe. The book also sheds light on suicide cases committed by the marginalized groups as a testimony of protest. Based on in-depth ethnographic research, this book will be of interest to teachers, students and researchers of education, sociology, political science, psychology, and exclusion studies. It will also be useful for policymakers, social activists, NGOs, research centers, and those working in higher education, reservations, public policy, caste, and exclusion studies.

"This book studies the exclusion and discrimination that is meted out to Scheduled Caste (SC) students in the Indian Higher Education system, and the psycho-social consequences of such practices. It foregrounds the conceptual debates around caste, exclusion, and reservations in Indian academia, discussing the social dominance and the roots of prejudices in the university spaces. The volume reflects upon the fragile social world in which students from the margins struggle for survival in the academic space. It reveals that these students navigate the various facets of academia like classrooms, pedagogy, scholarships, hostels, peer groups, and teachers, only to find the academic space a dystopian universe. The book also sheds light on suicide cases committed by the marginalized groups as a testimony of protest. Based on in-depth ethnographic research, this book will be of interest to teachers, students, and researchers of education, sociology, political science, psychology, and exclusion studies. It will also be useful for policymakers, social activists, NGOs, research centers, and those working in higher education, reservations, public policy, caste, and exclusion studies"--

"This book studies the exclusion and discrimination that is meted out to Scheduled Caste (SC) students in the Indian Higher Education system, and the psycho-social consequences of such practices. It foregrounds the conceptual debates around caste, exclusion, and reservations in Indian academia, discussing the social dominance and the roots of prejudices in the university spaces. The volume reflects upon the fragile social world in which students from the margins struggle for survival in the academic space. It reveals that these students navigate the various facets of academia like classrooms, pedagogy, scholarships, hostels, peer groups, and teachers, only to find the academic space a dystopian universe. The book also sheds light on suicide cases committed by the marginalized groups as a testimony of protest. Based on in-depth ethnographic research, this book will be of interest to teachers, students, and researchers of education, sociology, political science, psychology, and exclusion studies. It will also be useful for policymakers, social activists, NGOs, research centers, and those working in higher education, reservations, public policy, caste, and exclusion studies"--

This edited volume brings together a range of scholars to reflect on the varied ways in which caste is manifested and experienced in social life. Each chapter draws on different methods and approaches but all consider lived experiences and experiential narrations. Considering Guru and Sarukkai’s path-breaking work on ‘Experience, Caste and the Everyday Social’ (2019), this volume applies the insights of the theories to multiple settings, issues and communities. Unique to this volume, Brahmin and other dominant castes' experiences are considered, rather than simply focusing on the lives of oppressed castes (Dalits). Analysis of cross-caste friendships or romances and marriages, furthermore, brings out the intimate and ingrained aspects of caste. Taken together, therefore, the contributions in this volume offer rich insights into caste and its consciousness within the framework of everyday experiences.

This book provides a comprehensive overview of caste in contemporary India. With contributions from scholars like Valerian Rodrigues, B.B. Mohanty, Surinder Jodhka, and Anand Teltumbde, it discusses wide-ranging themes like the trajectory of caste in post-independence India; Dalits and cultural identity; the paradox of being a Dalit woman; caste violence and social mobility; Ambedkar’s quest for the right of social equality; social security for the inclusive development of Dalits; discrimination and exclusion of Dalits in education; and Dalit merit and institutional injustice, and presents an overview of the struggles for distributive justice in India. This volume will be of importance to scholars and researchers of Dalit studies, social justice, exclusion studies, caste studies, affirmative action, political studies, sociology, social anthropology, and South Asian politics.

Inequalities of opportunity affect a person’s life expectancy and access to basic services and human rights through discrimination, abuse, and lack of access to justice. High levels of inequality of opportunity discourage skill accumulation, choke economic and social mobility, and, consequently, depress economic growth. Inequality also entrenches uncertainty, vulnerability, and insecurity; undermines trust in institutions and government, increases social discord and tensions, and triggers violence and conflicts. This book presents wide-ranging perspectives on economic inequality, as measured by differences in incomes and wealth. The contributors to the book explore how the economy is shaped in such a way as to generate differences in economic and social welfare between individuals, regions, and nations. But the book is not limited to economic perspectives: inequality is a many-faceted phenomenon that manifests itself in a number of ways. Thus, the book begins with a section which highlights some of the ‘standard’ features of inequality: class, gender, and age. The second section explores the manifestation of inequality in terms of differences in income and wealth. The third section looks at some of the causes of inequality, exploring the effects of discrimination and plunder (by those in power). The final section serves to drive home the point that geographic and institutional factors have an important place as well when it comes to shedding light on what equality is, how it manifests itself, and what its consequences are. This book will be essential reading for anyone interested in the causes and consequences of economic inequality including those in economics, sociology, politics, and geography.

The pressing necessity to overhaul education systems to align with the demands of the contemporary world rises. Transforming Education for Personalized Learning delves into the imminent challenges besieging education, offering pragmatic solutions to metamorphose classrooms into dynamic learning environments with research, real-world illustrations, and expert perspectives. It scrutinizes fundamental shifts required in pedagogical methods, curriculum construction, assessment frameworks, and the judicious integration of technology. Central to its philosophy is the accentuation of personalized learning, the cultivation of critical thinking, and the nurturing of creativity and collaboration among students. Emphasizing an inclusive and equitable educational system, the book discerns the varied needs and strengths of learners. It advocates for a future where educators evolve into facilitators of learning, armed with strategies to adapt teaching styles, embrace innovative pedagogies, and craft engaging and purposeful learning experiences. It underscores the imperative for a paradigm shift in education, cognizant of the demands of the 21st century. It advocates for personalized learning approaches that cater to individual strengths, interests, and learning styles. The book also explores innovative teaching methodologies, instructional design, and the effective integration of technology to enhance critical thinking, collaboration, and creativity. The book targets educators, school leaders, policymakers, teacher educators, parents, educational researchers, students, professional development providers, educational consultants, advocacy groups, and non-profits.

This book looks at educational institutions and their role as sites of learning in times of moral and political chaos. It highlights the erosion of critical pedagogical traditions in universities in India and registers the ongoing responses and struggles as educational experiences. This book develops a critical approach by redefining education from the perspective of learning as a political act to experience the complex network of learning activities beyond the confines of educational institutions. It also locates caste, gender and religious hierarchies in schools and universities in India. The book explores the extremely contradictory experiences of academic spaces that have resulted in the development of uncharted sites of learning. Being mindful of these multiple strands, the authors examine the culture of learning and reflect on the space for critical learning, activism, dissent and self-reflexivity in schools and universities in India. The goal of diverse experiences of learning is to derive new meaning to the conceptions of critical pedagogy as a political act for democratising education. This transdisciplinary book will be of interest to students and researchers of education, sociology, history, political studies and public policy.

The book traces the trajectory, location, and concerns of the discipline of Sociology of Education (SoE) in India. It makes theoretical and empirical engagements with the emerging key concerns of education today, which include themes of equality, identity, cultural diversity, and exclusion. It insists upon an understanding of education as a social institution. It is the first collective re-appraisal of the journey of SoE in India since the 1960s.