1st Edition
Girls' Socialisation and Schooling Exploring Landscapes of Tribal India
Foreword 1. Introduction 2. Perspectives on girls’ schooling: A policy discourse 3. Engaging with the participants: Exploring the field 4. Social “positioning” of school-age girls: Children’s and teachers’ perspectives 5. Social process of girls’ schooling: Parents’ and community’s perspectives 6. Exploring the dropout process 7. Conclusion References
Biography
Pankaj Das is an Assistant Professor in the Department of Education at the University of Allahabad, India. He has completed a Master's in Sociology from the Delhi School of Economics and a PhD in Education from the Central Institute of Education, University of Delhi. Additionally, he has received training in educational policy and planning during his M.Phil at the National University of Educational Planning and Administration (NUEPA) in New Delhi. Prior to joining the University of Allahabad, he has also rich experience teaching the B.Ed. and B.El.Ed. Programmes at the University of Delhi. His research area spans the sociology of education, gendered education, child rights, tribal education, and educational policies in India.
“Here is an insightful sociological study enriched by theoretical explorations, critical enquiry, and, above all, rigorous fieldwork in select rural and tribal areas in Odisha. It reveals that the prevalent culture of school education and family socialisation practices often disempowers and discourages tribal and rural girls from continuing their education and altering their life trajectories. Beneath this dropout phenomenon, or the reproduction of social inequality, as Das's work demonstrates quite convincingly, lies the nuanced interplay of caste, gender, family and education.”
Avijit Pathak, Former Professor of Sociology, Jawaharlal Nehru University, India.
“This book is a timely contribution to the discourse on gender and education, particularly in the context of school education. It offers a deeper understanding of the gendered socialisation process within families, communities, and among teachers, as well as its contribution to disadvantages and disparities. This book will be an essential reading for scholars, policymakers, practitioners, and educators committed to achieving gender equality in education.”
Madhumita Bandyopadhyay, Professor & Head, Department of School & Non-Formal Education, National Institute of Educational Planning and Administration (NIEPA), India.
