Classroom as a site of exclusion in massified higher education in India

Abstract

Higher education is the central pillar of the knowledge economy. Higher education institutions (HEIs) are entrusted with the task of production of new knowledge and human capital required for emerging knowledge sectors along with provision of resources for associative living. Since the 1960s, higher education witnessed rapid expansion in developed countries, and expansion became a common feature across nation-states at the turn of the new century. Indian higher education underwent rapid expansion in last two decades. As a result, HEIs are now occupied by students from diverse socio-economic and academic backgrounds. However, much of the discussions on equity and affirmative action revolve around the question of access. The post-admission phase of student life is yet to be fully explored in India. This chapter is based on a large-scale empirical study carried out in 12 HEIs located in six states in India. It is argued that democratisation of higher education requires 3Cs: inclusive curriculum, inclusive campus and inclusive classroom. Analysis of empirical evidence suggests that disadvantaged social groups are systemically excluded in the classroom, and that institutional-level efforts to ensure academic integration of students from diverse backgrounds are inadequate. It raises serious concerns about academic outcome of students from disadvantaged social groups which constitute a major share of student enrolment in public institutions in the era of massification. As classroom is emerging as one of the major sites of exclusion in the massified higher education system in India, attention is required to develop and promote inclusive classroom and teaching learning practices and an empathetic teaching community. This necessitates a revisit and revision of the institutional structures and processes, pedagogical methods and tools and proper orientation of teachers to the changing classroom environment