Social Distance, Teachers’ Beliefs and Teaching Practices in a Context of Social Disadvantage: Evidence from India and Pakistan

This chapter analyses the widening inequalities within the government primary schooling systems in India and Pakistan and the implications of the emerging social distance between teachers and students. Social distance is a significant factor impacting student–teacher interaction in classrooms. How, and to what extent, does social distance shape teachers’ beliefs and practices? What is the likely effect of social distance on the education or learning of children from disadvantaged backgrounds? Using teacher interviews and classroom observation data, the chapter describes teachers’ beliefs and observed teacher–student interaction for high- and low-performing children. The empirical analysis is grounded in a conceptual frame linking teachers’ beliefs, practices and learning outcomes.

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Authors

Dr. Rabea Malik IDEAS

Keywords

• Educational Inequality
• Primary Schooling
• Social Distance
• Student Achievement
• Teacher Expectations
• Teachers' Beliefs
• Teaching Practices

Cite this publication

De, A., & Malik, R. (2021). Social Distance, Teachers’ Beliefs and Teaching Practices in a Context of Social Disadvantage: Evidence from India and Pakistan. In Rose, P., Arnot, M., Jeffery, R., & Singhal, N. (eds) Reforming Education and Challenging Inequalities in Southern Contexts: esearch and Policy in International Development. Routledge, London. https://doi.org/10.4324/9780429293467

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