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Guru Trisha Singh, Swami Vivekanand College of Education, IndiaAbstract
Education is considered a basic human right and a crucial instrument for enabling upward social movement, fostering economic advancement, and driving national development. In India, although considerable progress has been made toward expanding educational access, numerous obstacles persist—particularly among disadvantaged populations such as those living in urban slums. This study focuses on examining the level of school participation among children from slum areas in Ludhiana, Punjab, identifying the key factors influencing their involvement, and evaluating their academic performance. The research draws on Pierre Bourdieu’s theory of social reproduction and Paulo Freire’s critical pedagogy to explore how systemic and structural barriers contribute to ongoing educational disparities. A sequential explanatory mixed-methods approach was adopted, integrating quantitative tools like the Children Participation Scale and academic achievement tests with qualitative methods, including focus group discussions and semi-structured interviews. Data were gathered from seven government schools primarily serving slum communities, with participants comprising children, parents, and teachers selected through purposive sampling. The results highlight several critical challenges—such as poor health, frequent migration, involvement in income-generating activities, and adverse home environments—that hinder educational participation. Academic performance in core subjects like Mathematics, Science, and language was found to be below average, with influencing factors including food insecurity, limited parental engagement, and overcrowded classrooms. This research provides meaningful insights into the complex realities of urban slum education in India and addresses a gap in the literature by emphasizing the barriers to equitable, quality learning for marginalized children.
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