Scaffolded Participation of Children: Perspectives from India

Anita Rampal

doi:10.1163/157181808X311169

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Scaffolded Participation of Children: Perspectives from India

in The International Journal of Children's Rights

Author: Anita Rampal¹

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¹ 1Professor of Elementary and Social Education, University of Delhi

Online Publication Date:: 01 Jan 2008

Volume/Issue:: Volume 16: Issue 3

Article Type:: Research Article

DOI:: https://doi.org/10.1163/157181808X311169

Keywords:: NATIONAL CURRICULUM FRAMEWORK; PARTICIPATION; TRANSFORMATIVE EDUCATION; LITERACY CAMPAIGN; SOCIAL INTELLIGENCE; SCAFFOLDING; CROSS-CULTURAL; GANDHIAN BASIC SCHOOL

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Abstract

This paper offers a nuanced cross-cultural perspective on children's 'scaffolded' participation, within the 'spaces' of formal, informal and non-formal education. Contrasting children's agency in rural or urban, disadvantaged or privileged, modernising or collectivistic communities in India, it points to the tensions of 'participation' in school, work or public action, within a stratified education system which promotes 'technological' rather than 'social intelligence'. Scaffolded participation in the 'formal' school is detailed through two curricular models - the Gandhian Basic School for learning situated in productive processes, and the National Curriculum Framework 2005 for active participation in the construction of knowledge. The non-formal space of the literacy campaign is used to analyse the large-scale voluntary mobilisation of rural youth for transformative action.