A tapestry of multiple perspectives: contextualising inclusive education through the study of a rural government school in Uttarakhand, India

Rashmi Rangarajan, Christine Grove, Umesh Sharma, Delphine Odier-Guedj

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Abstract

This article presents the multiple perspectives of school community members at a remote, rural government school in Uttarakhand, India, by using a strength-based participatory and multiple perspectives approach. By incorporating the capability approach and intersectionality to conceptualise inclusive education, qualitative data were generated with ten students using photographs/drawings/writings, and seven parents, three teachers, and one school leader using in-depth interviews. Reflexive Thematic Analysis helped construct the participants’ shared beliefs in the value of schooling, the development of diverse valued capabilities, the role of teachers as agents of social justice, and school as an equalising space. Simultaneously, adverse conditions of teaching and learning were identified that posed significant risks in the creation of inclusive and equitable educational opportunities at the school.

Original languageEnglish
Article number102160
Number of pages15
JournalInternational Journal of Educational Research
Volume119
DOIs
Publication statusPublished - 2023

Keywords

  • Inclusive education
  • India
  • Multiple perspectives
  • Participatory approach
  • Rural school education
  • Strengths-based approach

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