Aims of Education Contextualized within Urban Indian Society

Abstract

The school practitioners whom I interviewed and whose voices I share worked at The School, a large private school that is typical of the "public schools" in India. Public schools in India refer to independent schools with high tuition costs and fees as opposed to U.S. public schools, which refer to state-run tuition-free schools. The School was housed in a large red brick building and at the time of my visit a fleet of yellow school buses stood parked outside the gates since it was close to dismissal time. The sun shone brightly on the hundreds of potted Chrysanthemum plants that were lined up against the brick walls. There were the yellow, pink, mauve, and white blossoms that are typical of Delhi in the wintertime when one can see them everywhere-full, fragrant, and expensive. The grounds of the school were neatly manicured and very picturesque. Near to where I stood was a rockery decorated with small, white, marble cherubs and a tiny cascading waterfall. In another section of the grounds was a Japanese garden with a small arched bridge and more figurines. The plants were green and well maintained. All the classrooms in this school were similar in design. The second grade classroom I visited that morning was furnished with only tables and chairs. There were 20 tables that seated 2 students each, and a total of 40 chairs. A blackboard (chalkboard) was mounted on one wall of the room, and in front of it was placed an adult sized desk and chair for the teacher. Another wall had windows that overlooked the front grounds of the school. A third wall was equipped with a free standing closet in which were usually stored children's notebooks and classroom supplies such as chalk, pencils, pens, and the like. The other three walls of the hexagonal classroom were lined with bulletin boards that displayed colorful charts and posters. Several three A. Gupta, Early Childhood Education, Postcolonial Theory, and Teaching Practices in India