Low Cost Private Schools: ‘Helping’ to Reach Education for All Through Exploiting Women

Carr‐Hill, Roy; Sauerhaft, Shelley

doi:10.26417/ejed-2019.v2i2-60

Cited by 5 publications

(4 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The gendered inequities in the households of the teacher-participants, the institutional betrayal by the schools in the study, and the tactical strategies of resistance employed by the participants should not be viewed as developments peculiar to the pandemic. Even before COVID-19, Indian women were spending maximum hours globally on unpaid care work (OECD, 2018), private schools were being run with minimum checks and Saini balances (Ali, 2015;Carr-Hill & Sauerhaft, 2019), and women were practicing strategies of negotiation within the patriarchal settings of their families (Kohli, 2016). What the pandemic did was exacerbate and expose the fissures and inequities already present within the private school system and the heterosexual family system.…”

Section: Discussionmentioning

confidence: 99%

“It is as if They are Taking Advantage of a Bad Situation”

Saini

2023

CICE

View full text Add to dashboard Cite

This article analyzes six female school teachers’ narratives of navigating increased care work at home with online teaching during COVID-19 in India. A theoretical framework of decolonizing feminist research, with an emphasis on moving beyond Anglo/Eurocentric forms of feminist knowledge-making, frames the study. Based on the interviews, the research reveals that the home emerged as a site for resistance to the gendered division of care work in marriages via the use of the tactical strategy of relying on family members other than the husband. Within the limited scope of the study, the schools emerged as sites of institutional betrayal manifested in administrative actions and inactions such as removing contractual teachers, scheduling meetings outside work hours, increasing surveillance, and not providing digital support. These administrative decisions were perceived by the participants as motivated by profit-making; displaying complete disregard for the teachers’ well-being. The findings advance our understanding of how emergencies such as COVID-19 exacerbate the exploitation of those female members in the labor force who are already marginalized through contractual undervalued work or the inordinate burden of caregiving. It also offers important suggestions for policy makers concerned with creating safe and inclusive working spaces for female teachers in the global south.

show abstract

Section: Discussionmentioning

confidence: 99%

“It is as if They are Taking Advantage of a Bad Situation”

Saini

2023

CICE

View full text Add to dashboard Cite

show abstract

“…However, during personal communications, teachers reported that their salaries were in the range of ₹1,800 to ₹5,000 8 per month. In other states of India too, LFP school teacher salaries are reported to be low (Carr-Hill & Sauerhaft, 2019;Kamat et. al., 2016;Sarangapani & Winch, 2010).…”

Section: Research Methodology and Settingmentioning

confidence: 99%

“…Kamat et al (2016) in her work with Hyderabad LFP schools reported average teachers’ salary to be $54 (₹4,138). Carr-hill reports similar teachers’ salaries in Gujrat Gyan Shala schools (Carr-Hill & Sauerhaft, 2019)…”

mentioning

confidence: 99%

‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi

Sharma

2023

Contemporary Education Dialogue

View full text Add to dashboard Cite

It is well known that teachers are central to education reforms and to providing high-quality instruction. The National Curriculum Framework 2005 identifies the need for professionally qualified teachers and the need to enhance the professional identity of schoolteachers. Low-fee private schools are often presented as a solution to the supposedly poor quality of education provided by government schools. Based on ethnographic fieldwork, this article examines the micro-managed context of teachers’ work in low-fee private schools in semi-urban Delhi. It illustrates ways in which curriculum and pedagogy were used to control teachers’ work and analyses these observations in the light of New Public Management discourses. This article argues that teachers strongly constructed their work as provisional and used silence and exit as a way to cope within the highly regulated work environments of the school.

show abstract

“…They tend to find lower satisfaction in work because limited by the quality they have and the working conditions are not good (Chau, 2016;Kabeer, 2017;Pradhan et al, 2015). For example, in education, underpaid female teachers in private schools have denied human rights, and disempowered those marginalized and excluded (Carr-Hill & Sauerhaft, 2019).…”

Section: Not From a Rich And Educated Familymentioning

confidence: 99%

Poverty and Women's Access in Higher Education: Dynamics, Prospects, Shared Choices of Liman-Benawi Women Education

Nugroho,

Anzany,

Fajri

2023

SETARA

View full text Add to dashboard Cite

Family financial factors and the women social construction are obstacles to women's education. Many of the women who dropped out of school were identified because they were unable to build two-way discussions, so negotiations related to education were never accommodated. This study examines and analyses how women negotiate with parents regarding family culture and economy dynamics, prospects for women, and how to shift them into joint decisions. This qualitative study uses a phenomenological approach by conducting observations, interviews, and documentation studies. The results reveal that some young women from low-income families can continue their education to the tertiary level. Their ability to survive and negotiate with parents and other family members can resolve financial problems and patriarchal culture. Parents who initially did not support them, in turn, encouraged their daughters to continue their education with the consequence of having to work because the family's economy could not cover college costs. These findings indicate that so far gender discrimination in women's education, related to finance and culture, still occurs massively in rural community entities, and this requires cooperative efforts and intense communication to find the best solution. Keywords: Poverty, Women's Education, Gender, Liman Benawi Abstrak Faktor keuangan keluarga dan konstruksi sosial perempuan menjadi penghambat pendidikan perempuan. Banyak perempuan yang putus sekolah teridentifikasi karena tidak mampu membangun diskusi dua arah, sehingga negosiasi terkait pendidikan tidak pernah terakomodasi. Penelitian ini bertujuan untuk melihat dan menganalisis bagaimana perempuan bernegosiasi dengan orang tua mengenai dinamika budaya dan ekonomi keluarga, prospek perempuan, dan bagaimana menggesernya menjadi keputusan bersama. Penelitian kualitatif ini menggunakan pendekatan fenomenologi dengan melakukan observasi, wawancara, dan studi dokumentasi. Hasilnya menunjukkan bahwa sebagian remaja putri dari keluarga miskin dapat melanjutkan pendidikan ke jenjang perguruan tinggi. Kemampuan mereka bertahan untuk bernegosiasi dengan orang tua dan anggota keluarga lainnya membuat masalah keuangan dan budaya patriarki dapat teratasi. Orang tua yang awalnya tidak mendukung, pada gilirannya mendorong anak perempuannya untuk melanjutkan pendidikan dengan konsekuensi harus bekerja karena ekonomi keluarga tidak mampu menutupi biaya kuliah. Temuan ini menunjukkan bahwa selama ini diskriminasi gender dalam pendidikan perempuan, terkait keuangan dan budaya, masih terjadi secara masif di entitas masyarakat pedesaan dan hal ini memerlukan upaya kerjasama dan komunikasi yang intens untuk mencari solusi terbaik. Kata kunci: Kemiskinan, Pendidikan Perempuan, Gender, Liman Benawi

show abstract

Low Cost Private Schools: ‘Helping’ to Reach Education for All Through Exploiting Women

Cited by 5 publications

References 10 publications

“It is as if They are Taking Advantage of a Bad Situation”

“It is as if They are Taking Advantage of a Bad Situation”

‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi

Poverty and Women's Access in Higher Education: Dynamics, Prospects, Shared Choices of Liman-Benawi Women Education

Contact Info

Product

Resources

About