Engaging with social inclusion through RTE: a case study of two private schools in Delhi, India

The provision of 25% reservations in private schools under Right to Education Act (RTE) for children belonging to weaker sections and disadvantaged groups has garnered much debate among researchers as well as the common people in India. The overarching goal of such provision is to promote social inclusion that recognises the diversity of children and makes the disadvantaged and culturally distinct groups to be equal members of the society. There are several apprehensions prevailing around this provision as to who avails this provision, how did the schools respond to such provision and the ways teachers negotiated with the diversity in the classrooms. The present paper, based on the empirical study of two private schools in Delhi, reflects on the same. It also tries to put forth the perspectives of school principals, teachers, parents and children towards this provision.