Understanding Parental School Choice in Varied Socio-economic Milieus: A Case Study of a Village in Punjab

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2022-03-25 DOI:10.1177/09731849221083732
Kamlesh Narwana, Angrej Singh Gill
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Abstract

With the upsurge of private schools, parents are struggling with a variety of schooling options. Given the exclusionary nature of privatisation, the market has led to the reproduction of social inequality amidst a plurality of choice. By mapping the school choice process, the article aims to explore school choice in the varied socio-economic milieu in a village in Punjab. Based on the qualitative data collected with the help of semi-structured interviews and focus group discussions (FGDs), the study draws linkages between the determinants of school choice and the positionality of parents. The findings of the study dissect the simple yet complex process of school choice along common factors, that is, teachers, quality of education, learning environment, English education and private tutoring. Drawing upon the nuanced analysis of these factors with parental socio-economic background, the study argues that it is important to understand the varied expectations, aspirations and challenges of parents from diverse sections to comprehend the school choice process.
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理解不同社会经济背景下的家长学校选择——以旁遮普省一个村庄为例
随着私立学校的兴起,家长们正在为各种各样的学校选择而苦苦挣扎。鉴于私有化的排斥性质,市场导致了在多种选择中社会不平等的再现。通过绘制学校选择过程图,本文旨在探索旁遮普省一个村庄在不同社会经济环境中的学校选择。基于在半结构化访谈和焦点小组讨论(FGD)的帮助下收集的定性数据,该研究得出了学校选择的决定因素与家长的立场之间的联系。研究结果沿着共同的因素,即教师、教育质量、学习环境、英语教育和私人辅导,剖析了学校选择的简单而复杂的过程。根据对这些因素与父母社会经济背景的细微分析,该研究认为,了解不同阶层父母的不同期望、愿望和挑战对于理解择校过程很重要。
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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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