Negotiating between family, peers and school: understanding the world of government school and private school students

Abstract

The present paper, based on an ethnographic study of a government school and a low-cost private school in Andhra Pradesh, India, argues that the students of a government school and a private school have two different worlds and are socialised differently. As children progress from childhood to adolescence, the transition is accompanied by increased responsibilities, cognitive maturity and behavioural changes. At home, socio-economic status, parental educational levels, family atmosphere and household survival strategies influence the way children perceive the world. At school, teachers and peer-group relationships play a cardinal role in moulding children differently. However, family, peers and school are not distinct arenas, but inter-related, and together contribute in shaping the child.

Keywords:

• student life
• negotiation
• ethnography
• LFP (Low Fee Private)
• Andhra Pradesh
• India

Notes

1. Private unaided schools are classified into two categories – recognised and unrecognised. Recognised schools are those that have met the regulatory requirements of the state (Tooley and Dixon 2007).

2. IIT-JEE (Indian Institute of Technology-Joint Entrance Examination) and EAMCET (Engineering and Medicine Common Entrance Test) are competitive examinations for engineering and medicine courses and most of the students in Andhra Pradesh prepare for these exams.

3. Many studies in India (Naik 1969; Seetharamu and Ushadevi 1985; Rao 1986; Dreze 2003; Härmä 2011, to cite a few) revealed that the economic condition of the family is the causal factor for a child’s educational attainment.