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Interacting Circles of Educational Desire in Rural Odisha: Students, schools, state

Published online by Cambridge University Press:  29 June 2018

ZAZIE BOWEN
ZAZIE BOWEN*
Affiliation:
Centre for Aboriginal Economic Policy Research, ANU College of Arts and Social Sciences, The Australian National University Email: Zazie.Bowen@anu.edu.au
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Abstract

Children from rural Odishan Scheduled Tribe and Scheduled Caste communities have an historically marginalized relation to schools and a corresponding greater involvement with informal education regimes and participation in everyday economic and cultural routines. Although radical state restructuring in recent decades makes rural school buildings more visible, inside the classrooms, students were often present and teachers absent. Drawing on ethnographic fieldwork, in Western Mayurbhanj, Odisha, I examine students’ engagement with school and argue that rural schools cannot be fully understood without examining the motivations of and interactions between three sets of stakeholders: state, local providers, and students. Further, the motivations, evaluations, and experiences of students deserve to be brought much more to the fore in light of their active roles in Mayurbhanj village schools and the significant effects of this involvement on both the nature of rural schools and the changes in rural blocks.

Type
Research Article
Information
Modern Asian Studies , Volume 52 , Issue 5 , September 2018 , pp. 1639 - 1663
Copyright
Copyright © Cambridge University Press 2018 

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