The challenges faced by English medium students in rural areas go way beyond the quality of teachers.
While the transformation is gradual, Delhi’s government schools have come a long way in improving their infrastructure and quality of education.
Instead of teaching generic ‘thinking’ skills, we ought to focus on subject-specific skills to help students develop expertise in particular areas.
Although many Dalits live in the city, they hardly belong to it; they are always-already on the margins, socially, spatially, educationally and culturally. They are ‘equal’ but ‘different’; hence they are continuously coerced to accept living on the periphery.
There is a need to have a sensible and pragmatic discussion on the models that allow private schools to remain financially viable, and fulfil the aim of quality elementary and pre-elementary education.
In Australia, as in India, governments are coming up with more stringent laws for social problems that will only create a more coercive state