印度高等教育机构教师多样性认知的定性调查

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2019-07-31 DOI:10.1177/0973184919858180
Thaddeus Alfonso, S. Ganesan
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引用次数: 2

摘要

多样性研究大多是在印度以外进行的,主要关注种族、性别和民族。这些研究与印度的相关性仍未得到充分探讨。因此,来自不同学科的教师在六个州和一个联邦领土接受了采访。对于迄今为止受到社会政治关注的熟悉的社会类别,如性别,多样性意识是实质性的。然而,教员们将性别多样性局限于初级征聘,他们很少提到在教授和领导级别需要妇女。对性别认同、性取向和种族等多样性领域的认识不足。虽然多元化被认为是录取学生的必要条件,但在招聘教师时却并非如此。虽然大多数人承认残疾和年龄是多样性的领域,但与残疾人和正式年龄组以外的成员接触的准备不足。有必要向教师灌输全球和特定国家的多样性意识。
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Perceptions of Diversity Among Faculty Members in Indian Higher Education Institutions: A Qualitative Investigation
Diversity studies have mostly been done outside India and have largely focused on race, gender and ethnicity. The relevance of these studies to India remains less explored. Hence, faculties from various disciplines were interviewed across six states and a union territory. Diversity awareness was substantial regarding familiar social categories that have received socio-political attention so far like gender. However, faculty limited gender diversity to entry-level recruitment and they seldom mentioned the need for women at professorial and leadership levels. Awareness about diversity domains such as gender identity, sexual orientation and race was inadequate. While diversity was considered essential for student admissions, it was not so for faculty recruitment. Though the majority acknowledged disability and age as diversity domains, there was insufficient preparation for engagement with disabled people and members outside formal age-groups. There is a need for instilling global and country-specific diversity awareness in the faculty.
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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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