Mohaiminul Islam

Schooling without learning: welfare, pedagogy and early years classroom processes in a marginalised tribal context in Chhattisgarh, India

This paper examines the gap between school participation and foundational learning in early childhood and primary education in a marginalised tribal context in Chhattisgarh, India. Drawing on qualitative fieldwork conducted over 45 days in an Anganwadi centre (ages 3–5) and a gov...