Manish .
Urbanization
is transforming India's socio-cultural landscape, with projections indicating
that half of the population will be urbanized by 2040. This shift significantly
impacts the educational sector, especially in newly urbanized or “rurban” areas
where “Global” or “International” schools have emerged in considerable numbers.
Marketed as progressive and modern, these schools offer advanced infrastructure
and an English-speaking environment, appealing to parents in rural India as a
means of providing better opportunities for their children. However, the rapid
rise of these institutions creates a unique set of challenges for rural
students, who must navigate between the traditional cultural settings of their
homes and the cosmopolitan culture promoted in these schools. This study
investigates the identity crises faced by these students, examining how they
attempt to reconcile the contradictions between their home environments and
school culture, particularly concerning social issues, family dynamics,
language, gender roles, and traditional values. Through interviews,
observations, and focus group discussions with students, parents, and teachers,
this study reveals the significant conflicts that these children encounter.
Framing the discussion within the National Education Policy (NEP) 2020, which
advocates for holistic and inclusive education, this research underscores the
need for educational policies that effectively bridge the gap between
traditional rural values and the demands of modern schooling.
Rural
Education, Identity, NEP 2020, Global Schooling
VOL.16, ISSUE No.3, September 2024