Throughout this week three students who recently studied for the MA in Special and Inclusive Education which is managed by the University of Northampton in Bangalore have been here in England. Having proven to be outstanding students on the MA programme they have now advanced to enrol as research students working at PhD level. This is a moment of considerable pride for them, for their families and also for the university.
A common concern expressed by students studying on the Bangalore based programme, is that there is a limited corpus of research literature related to special and inclusive education in an Indian context. Students inevitably find themselves referring to journal articles, books and research reports from outside of India which presents the added challenge of having to critique this work in relation to an Indian education system. It should be obvious that some of the approaches to teaching and learning adopted, for example in the more affluent areas of Europe or the USA, will not be easily applied in rural Indian schools. Issues of resourcing, training, expectations, attitude and understanding all need to be interrogated before any confidence can be gained in the application of ideas from socio-economically advantages countries. It is therefore critical that the research capacity in this area in India is increased, and that more Indian researchers make a contribution to the research literature. Data in relation to inclusion and exclusion is at a premium at present, and it is essential that local researchers address this shortfall in order that teachers, parents and children can move towards a more just education system with confidence.
The three colleagues who have joined the PhD programme here in Northampton this week have already begun to address some of the limitations in research in special and inclusive education in their country. Two have recently published papers in peer reviewed journals based upon their MA dissertations, and all are developing proposals to address critical areas related to the teaching of previously marginalised children in their communities. Their research will of necessity require them to engage with teachers, parents, children and policy makers in India, thereby broadening understanding of the complex issues that they are proposing to address.
As all teachers in India are confronted with the challenges of meeting the requirements of the Right to Free and Compulsory Education Act introduced in 2009, they are increasingly seeking the support of colleagues who have begun to consider how first generation learners, or those from scheduled tribes or scheduled castes, along with others with disabilities and special educational needs can be included in Indian classrooms. I am sure that in this regard our students in Bangalore will make a significant contribution to the support of their colleagues, and these new and enthusiastic researchers will provide data with which they can inform change.
Meeting with these three new research students this morning they described the journey upon which they are embarking as “exciting”, “scary”, “daunting”, and “challenging”. I am quite sure that all of these words are apt, but also convinced that in the near future they will be making a significant contribution to a growing body of research literature in India. We are fortunate in having these students here with us for a few weeks in Northampton and I am sure we are going to enjoy working alongside them in India over the coming years as they progress towards their doctorates. I look forward to reporting their progress over the years ahead.