 Residential Education for Disadvantaged Girls: An Alternate Field?Advaita Rajendra and Ankur Sarin Indian Journal of Gender Studies, 2021, vol. 28, issue 2, 188-208 Abstract: In this article, we engage with the experiences of students in a government-run residential secondary school that enrols girls primarily from disadvantaged socio-economic backgrounds. Through an exploration of the history of the programme, secondary evaluations conducted over the years and a month-long engagement with one such residential school, we probe how the categories of disadvantage—caste and gender— continue to operate, even as the state tries to obliterate them in this space. Drawing on Bourdieu’s theorization of ‘practices’, we describe daily informal interactions in the space, highlighting their role in reinforcing and sometimes challenging extant social differences. Drawing attention to the diversity that lies even within the formal category of ‘disadvantaged’, we describe the potential and the limitations of targeted residential schooling. Our work points to the need for greater sensitivity in the planning and implementation of state-run programmes targeted at the most marginalized and a re-imagination of efforts to offer an ‘alternate field’. Keywords: State-governed spaces; disadvantage; field; gendered-spaces; caste categories (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:indgen:v:28:y:2021:i:2:p:188-208 Access Statistics for this article More articles in Indian Journal of Gender Studies from Centre for Women's Development Studies |
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