In recent months an exciting new venture for our work in promoting inclusive education in Bangalore, has been the development of a small cohort of research students who are registered to study for a PhD with the University of Northampton. These are, for the most part, students who have completed their MA programme with us in Bangalore and have already produced work of exceptional quality for their postgraduate dissertations. Indeed, some of their work has been published in reputable research journals and their investigations have attracted interest beyond India. These enthusiastic investigators have been busy of late generating formal research proposals and submitting these for the scrutiny of university committees that oversee research quality and ensure ethical practice.
For those of us involved in supervising the work of these students and providing an appropriate training programme, both during our visits to Bangalore and at a distance, this development brings new opportunities and challenges. It has always been our intention to support colleagues in the promotion of a new generation of skilled researchers who can assist in moving inclusive education forward in this part of India and we are delighted to have recruited colleagues of such outstanding quality. However, we are also aware of the currently limited opportunities that exist for these colleagues to become fully immersed in an education research culture such as that which exists in the UK and much of Europe. We are though, fully committed to the process of assisting our students to change this situation, and have every confidence in their abilities to play a leadership role in the near future.
I have been thinking about these challenges over the past couple of days, my attention having been drawn to an article written in an Indian financial magazine called Mint, by Anurag Behar who is from the Azim Premji Foundation. Under the headline Researching Education, Behar argues that there should be both an increase in educational research in India, and a realignment of focus to ensure that we can gain greater insights into both the role and effectiveness of the teacher, and a deeper understanding of education in a social context. The article is clearly written for a lay audience, but makes a number of astute observations about the current lack of understanding of education provision in the country and the ways in which it may promote positive social and economic change.
A number of expressions in this interesting piece of journalism provide evidence of the thoughtful approach adopted by Anurag Behar. At one point he suggests a specific role for educational research when he states that:-
“with experience and rigorous reflection, one can arrive at relevant (let’s call them) operating principles that can help in flexibly responding to multiple contexts and situations. Given our dynamic social reality, even these need constant critical interrogation”.
He then goes on to suggest some quite specific questions, listing some of what he sees as being current priorities:-
“how can the capacity of our 8.5 million teachers, who have a full-time job, be improved within the constraints and diversity of our education system and social reality? How does community engagement with schools become effective? How can schools foster constitutional values? How should schools be governed, recognizing fully that simplistic, industrial-mindset governance mechanisms are not only ineffective but also harmful to good education? How do we deal with the rot in the pre-service teacher education system?”
As I read Behar’s short article, I wondered how many colleagues working within schools and universities in India would agree with the arguments he puts forward. Those of us who endeavour to keep abreast of educational research in India, are often frustrated by the apparent belief that large scale surveys are the only means of providing useful data. Such work requires significant funding which is not available to either the practitioner researcher, or to many who would wish to engage with the kinds of questions that Anurag Behar would have prioritised. The value of smaller scale studies focused upon the specifics of pedagogy and classroom management is largely denied by those in positions of authority and power in the Indian education system. In concluding his article he suggests that:-
“Research in education must focus on the real and important issues within education. This requires educators themselves to become adept at asking and answering research questions, rigorously and systematically. If educators take responsibility for research, it will definitely cause a quiet revolution in education research and education itself”.
I find myself totally in agreement with this last statement, and hope that Behar’s views may be heeded by those who oversee educational research in India. Our young enthusiastic researchers in Bangalore have already proven themselves, along with many of their peers who have completed small scale research for a post graduate qualification. They have developed research skills and utilised these as they have investigated the realities of classroom life, and the challenges faced by teachers, students and families. Their commitment to the promotion of change and the development of a more equitable society is one of the most important stimuli that encourages myself and my colleagues in our work in Bangalore. In reading the article from Anurag Behar I am heartened to see that others are recognising the importance of fostering a research culture that is clearly focused upon schools, teachers, children and families. Such arguments further justify the work being undertaken by our excellent students and will, I hope encourage them towards ever greater achievements.