From Personal Experiences to Classroom Teaching: A SocioPsychological Study of Social Inclusion and Exclusion

By : Preeti Kapur, Aakanksha Bhatia

Page No: 141-151

Abstract
Creating an inclusive classroom environment where learners appreciate diversity and value positive interpersonal associations is a challenge faced by the teachers worldwide. This is particularly so in the Indian context, where the complex phenomena of social categorization impacts the individual in manifold ways from a tender age. In the context of student-teacher relationship, the personal experiences of the teacher have a trickle-down effect on student socialization patterns. This paper explores the teachers’ personal experiences of social inclusion and exclusion and its impact on his/her classroom interactions with students. Our sample consisted of 23 teachers (18 females and 5 males) working in low-income schools in Delhi. Extensive narratives were undertaken and subject to thematic analysis. Teachers expansively described their experiences of facing social exclusion. Although the staff maintained an outward semblance of inclusivity, the undercurrents of exclusion and marginalization were noted. The need for social approval and maintenance of a politically correct façade was the guiding force for many teachers. Yet many of them expressed their own prejudices and biased thoughts about social groups. The findings are discussed in the light of current theorization in the area.

Authors :
Aakanksha Bhatia : Assistant Professor, PhD Research Scholar – Dept. of Psychology, Ramanujan College, University of Delhi, New Delhi.
Preeti Kapur : Associate Professor – Daulat Ram College, University of Delhi, New Delhi.