Abstract
Despite significant efforts in India to achieve universal educational access, challenges remain, particularly for marginalized groups like urban slum residents. This paper aims to evaluate the level of participation of slum children in school activities, identify key influencing factors, and assess their learning outcomes in Ludhiana, Punjab, India. The study employs Pierre Bourdieu's Social Reproduction Theory and Paulo Freire's Critical Pedagogy to highlight how structural factors contribute to educational inequality. A sequential explanatory mixed-methods approach was utilized, incorporating quantitative instruments such as the Children Participation Scale and Achievement Tests, as well as qualitative methods like Focus Group Discussions and Semi-Structured Interviews. Data were collected from seven government schools serving slum children in Ludhiana, with participants including children, teachers, and parents selected through purposive sampling. The findings indicate that significant barriers include health issues, migration, economic challenges, and family dynamics. Learning achievements in Mathematics, Science, and language were found to be below expectations, influenced by factors such as food insecurity, parental involvement, and overcrowded classrooms. This study addresses a gap in research regarding urban slum education in India by offering valuable insights into the complex challenges faced by slum children in their pursuit of quality education.
Author Information
Guru Trisha Singh, Swami Vivekanand College of Education, Tarkwari, India
Satvinderpal Kaur, Panjab University, India
Deeksha Sharma, Panjab University, India
Comments
Powered by WP LinkPress