/library/oar/handle/123456789/26881 2025-12-21T04:28:40Z 2025-12-21T04:28:40Z Borg, Carmel Bonello, Charmaine Thapliyal, Nisha /library/oar/handle/123456789/130874 2025-01-23T13:42:18Z 2024-01-01T00:00:00Z

Title: Postcolonial Directions in Education : volume 13 : issue 2 Authors: Borg, Carmel; Bonello, Charmaine; Thapliyal, Nisha Abstract: - Caste and medical education : exclusion of Dalit and Tribal students in state medical colleges in five states in India: Rasipogula Vinod Kumar and Mahesh Admankar; - Decolonisation in language education : addressing the question of heterogeneity in West Bengal and Kerala in the 1990s: Lekshmi R., Suma Chisti, Abhijiti N Arjunan and Dr. Dripta Piplai (Mondal); - Racism in schools: Rucy Rusera; - Stretching boundaries of critical education : past, present and future possibilities: Maria Brown

2024-01-01T00:00:00Z Kumar, Rasipogula Vinod Admankar, Mahesh /library/oar/handle/123456789/130873 2025-01-23T13:42:32Z 2024-01-01T00:00:00Z

Title: Caste and medical education : exclusion of Dalit and Tribal students in state medical colleges in five states in India Authors: Kumar, Rasipogula Vinod; Admankar, Mahesh Abstract: India’s medical education system is one of the largest in the world. However, students from Dalit and Tribal (indigenous) backgrounds continue to face significant barriers to access and completion to medical education. This paper examines how caste-based discrimination takes place in undergraduate (UG) and post-graduate (PG) public and private medical colleges in India. Drawing on critical caste theory, we designed a qualitative research study to acquire an in-depth and situated understanding of the experiences of Dalit and Tribal students currently enrolled in medical degree programs in five states in India. Participants in our sample indicate that they continue to face different forms of caste prejudices and discrimination from peers as well as academics in these institutions. These findings contribute to an under-researched area and offers informed recommendations for stronger policies to prevent and respond to caste discrimination in medical education.

2024-01-01T00:00:00Z Lekshmi, R. Suma, Chisti Abhijith, N. Arjunan Dripta, Piplai (Mondal) /library/oar/handle/123456789/130871 2025-01-23T13:44:52Z 2024-01-01T00:00:00Z

Title: Decolonisation in language education : addressing the question of heterogeneity in West Bengal and Kerala in the 1990s Authors: Lekshmi, R.; Suma, Chisti; Abhijith, N. Arjunan; Dripta, Piplai (Mondal) Abstract: The educational policies put forth by the British colonial empire led to a homogenisation of language education policy in India to the detriment of the language diversity or heterogeneity that existed before British colonisation. The study aims to analyse how postcolonial policies for language education reform addressed the heterogeneity question through a comparison of the states of Kerala and West Bengal with a focus on the decade of the 1990s when India experienced intense economic, technological and educational globalisation after its economy was liberalised (Kumar 2014). In particular, the study will critically survey how these policies attempt to preserve the heterogeneity of language in primary-level school education systems, including the National Education Policy (2020). We draw on government documents, reports, and other archival records to inform and support the analysis. Our findings reveal the limited effectiveness of postcolonial initiatives in reinstating the spirit of plurality and multilingualism in primary education.

2024-01-01T00:00:00Z Rusera, Rucy /library/oar/handle/123456789/130870 2025-01-23T13:46:44Z 2024-01-01T00:00:00Z

Title: Racism in schools Authors: Rusera, Rucy Abstract: Rucy Rusera offers a powerful, firsthand account of racism within educational institutions, drawing from her lived and professional experiences as a young scholar and advocate who migrated to Australia from Rwanda as a young child. This essay is an edited version of a talk presented at the 2024 Annual Conference of Federation of Ethnic Communities Councils Australia (FECCA). Through a reflective, narrative-driven approach, Rusera unpacks the persistent challenges faced by students of colour, analysing how systemic bias and inequitable policies shape their educational journeys. Blending personal anecdotes with critical insights, the article highlights the intersecting roles of identity, institutional culture, and policy in reinforcing barriers to inclusion and success. She challenges listeners to critically engage with issues of diversity and justice in education and calls for systemic change, making it a valuable contribution for educators, policymakers, and scholars dedicated to fostering inclusive academic environments.

2024-01-01T00:00:00Z