A Study of Policies Related to Science Education for Diversity in India

Sugra Chunawala () and Chitra Natarajan ()

Working Papers from eSocialSciences

Abstract: This paper presents the findings of a study concerning educational policies related to science education and diversity in India which is a geographically and socio-politically diverse country. If the education system does not completely ignore the issue of diversity, two manifestations are possible: diversity poses challenges to curricular and classroom transactions, or is viewed as an issue to be addressed by curricula for cultural preservation or national integration. A study funded by the European Commission FP7 program between 6 partner countries, the United Kingdom, the Netherlands, Turkey, Malaysia, Lebanon and India aims to understand the complex overlapping relationships that exist between cultural and socio-economic diversity, gender and science education. In the Indian context attempts were made to understand existing educational policies and curriculum development structures and on identifying approaches and barriers to supporting diversity in science education. Literature shows that there is no decline in interest among students wishing to pursue science. The government is promoting science education by introducing schemes, fellowship programs, encouraging use of ICT, and advocating science events, yet, rarely addressing the issue of diversity. This paper highlights the main trends pertaining to science education for diversity in India.

Keywords: educational policies; science education; diversity; India; education system; challenges; classroom transactions; the United Kingdom; the Netherlands; Turkey; Malaysia; Lebanon and India; integration; cultural; socio-economic diversity; fellowship programs; gender; ICT (search for similar items in EconPapers)
Date: 2014-07
Note: Institutional Papers
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