Abstract

This paper challenges (inter)national development narratives that propose schooling as a way out of poverty in the global South by interrogating poor children’s experience of pedagogic and disciplinary processes in an Indian classroom. It also develops a theoretical framework to interrogate the relationship between urban poverty and classroom processes which attends to wider class and caste relations in the contemporary context of economic liberalism and ‘political and social illiberalism’. Drawing upon parent interviews and ethnographic fieldnotes from a classroom in a state school it unpacks the term, ‘labour class’, used by teachers to refer to pupils’ social background. Further, deploying the notion of ‘deficit view’ it shows how pedagogic practice, physical and verbal aggression experienced by pupils and pupils’ struggles to engage with classroom teaching are shaped by realities of deeply stratified schooling, inadequate infrastructure in state schools and the relationship between ‘labour class’ communities and middle-class teachers.

摘要

本文通过询问贫困儿童在印度课堂上的教学和纪律过程的经验，挑战（国际）国家发展叙事，这些叙事将学校教育作为全球南方摆脱贫困的一种方式。它还开发了一个理论框架来询问城市贫困与课堂过程之间的关系，这些过程涉及在经济自由主义和“政治和社会非自由主义”的当代背景下更广泛的阶级和种姓关系。它借鉴了公立学校课堂上的家长访谈和民族志田野笔记，解开了教师用来指代学生社会背景的术语“劳动阶级”。此外，运用“缺陷观”的概念，它展示了教学实践，