A Substandard Autobiographical Sketch in Three Chapters

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2022-07-01 DOI:10.1177/09731849221084139
H. Singh
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Abstract

All aspects of our lives, including educational access and quality, are affected by our socio-economic position. This reflective note about the author’s educational experiences describes the interlinkages of caste and education. It talks about how those experiences played an integral role in shaping the author’s beliefs about caste, reservation and merit, and made him challenge the implicit as well as explicit forms of discrimination prevalent in our society. The autobiographical sketch is anchored around the idea of ‘merit’ and the perceived non-meritoriousness of students belonging to the reserved categories (especially SC and ST). These first-hand as well as second-hand experiences of caste-based discrimination paint a contextual and grounded picture of the challenges faced by the author (and other Dalit students) in his education. The note ends with an implicit demand for dignity and the need of acknowledging the struggles of students from marginalised communities by not isolating their experiences from the sociological context that they are part of.
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不合标准的三章自叙
我们生活的各个方面,包括教育机会和质量,都受到我们社会经济地位的影响。这篇关于作者教育经历的反思性笔记描述了种姓和教育之间的相互联系。它谈到了这些经历如何在塑造作者关于种姓、保留和功绩的信仰方面发挥了不可或缺的作用,并使他挑战了我们社会中普遍存在的隐性和显性歧视形式。自传体小品围绕着“功绩”的概念和属于保留类别(尤其是SC和ST)的学生的非功绩感展开。这些基于种姓的歧视的第一手和第二手经历描绘了作者(和其他达利特学生)在教育中面临的挑战的背景和基础。该说明以对尊严的隐含要求结束,并需要承认来自边缘化社区的学生的斗争,不要将他们的经历与他们所处的社会学背景隔离开来。
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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