Abstract
This chapter reports a study of school provision for first generation learners in a tribal community in Maharashtra, India. The chapter considers how a group of children transferred from a government school provision of poor quality into a new and inclusive privately funded school with a more child centred approach. It examines issues relating both, to access and the quality of education available to meet the needs of first generation learners.
The main aim of this study was to investigate educational opportunities and the challenges of this change in provision from the perspectives of children and their parents. This study used qualitative research methods including semi-structured interviews and observations to investigate the experiences of ten children, and to identify processes and structures that support or hinder the students from achieving their educational goals. The research recognised the complex nature of the circumstances and responsibilities the children have towards their families and how these influence and impact on their learning and progression through their school years.
The research study gathered generic data to identify good practice and areas needing improvement to help students successfully complete statutory schooling. Finally, using Capability Approach Theory as a normative framework for the study, it allowed researchers to gain insight into the effectiveness of the support structures set up for students as they progressed through their schooling; such as provision of a relevant and varied curriculum, counselling for students, the positive attitude of teachers working with these children and support for parents to understand and navigate the school system.
This study provides unique insights into the needs of first generation learners by presenting their own voices as a means of articulating their experiences through a process of transition.
The main aim of this study was to investigate educational opportunities and the challenges of this change in provision from the perspectives of children and their parents. This study used qualitative research methods including semi-structured interviews and observations to investigate the experiences of ten children, and to identify processes and structures that support or hinder the students from achieving their educational goals. The research recognised the complex nature of the circumstances and responsibilities the children have towards their families and how these influence and impact on their learning and progression through their school years.
The research study gathered generic data to identify good practice and areas needing improvement to help students successfully complete statutory schooling. Finally, using Capability Approach Theory as a normative framework for the study, it allowed researchers to gain insight into the effectiveness of the support structures set up for students as they progressed through their schooling; such as provision of a relevant and varied curriculum, counselling for students, the positive attitude of teachers working with these children and support for parents to understand and navigate the school system.
This study provides unique insights into the needs of first generation learners by presenting their own voices as a means of articulating their experiences through a process of transition.
| Original language | English |
|---|---|
| Title of host publication | Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education |
| Editors | Kate Scorgie, Chris Forlin |
| Place of Publication | Bingley |
| Publisher | Emerald Publishing |
| Chapter | 4 |
| Pages | 37 - 52 |
| Number of pages | 15 |
| Volume | 18 |
| ISBN (Electronic) | 978-1-80117-101-4 |
| ISBN (Print) | 978-1-80117-102-1 |
| DOIs | |
| Publication status | Published - 12 Jan 2022 |
Keywords
- First generation learners, India, scheduled tribes, inclusion, transition
