“Instead of promoting equality in society , the present system of education itself has contributed to increased socio economic disparities” Comment .
Model Answers
Q: “Instead of promoting equality in society , the present system of education itself has contributed to increased socio economic disparities” Comment .
Question asked in UPSC Sociology 2022 Paper 2. Download our app for last 20 year question with model answers.
Model Answer:
While Functionalists like Talcott Parsons view education as an equalizer promoting meritocracy, Marxists like Louis Althusser argue it acts as an “Ideological State Apparatus” reproducing existing inequalities. In India, A.R. Desai notes that the colonial and post-colonial education systems have disproportionately empowered the urban elite and upper castes, effectively widening socio-economic gaps.
Education as an Engine of Disparity
- Dual Education System: Amartya Sen and Jean Drèze argue that the stark division between elite private schools and underfunded public institutions creates an “apartheid in education.” S.C. Dube views this systemic bifurcation as a tool for perpetuating elite dominance.
- Cultural Capital and Language: Applying Pierre Bourdieu’s concept of Cultural Capital, Krishna Kumar highlights that school curricula alienate marginalized children. English instruction acts as a rigid gatekeeper, reinforcing the Caste-Class Nexus.
- Caste and Hidden Discrimination: Sukhadeo Thorat documents subtle exclusionary practices (spatial segregation, biased vivas) in higher education. Padma Velaskar adds that privatization has led to the reproduction of Dalit inequality at higher academic tiers.
- Gendered Hidden Curriculum: Karuna Chanana observes a “hidden curriculum” in Indian schools that streams women into “soft” subjects (humanities) and men into STEM, thereby reproducing structural occupational disparities.
- Neoliberal Commodification: Satish Deshpande notes that privatization has shifted higher education from a public good to a marketable commodity, structurally excluding the rural poor.
The Counter-Perspective: Education as Liberation
Conversely, for B.R. Ambedkar, education was the ultimate tool for subaltern emancipation (“Educate, Agitate, Organize”). Affirmative action has facilitated the rise of a Dalit Middle Class, driving structural occupational mobility that challenges traditional caste hierarchies, a shift analyzed by M.N. Srinivas.
The Kothari Commission’s vision of a egalitarian “Common School System” remains unrealized. Recently, the COVID-19 pandemic exposed a severe digital divide. While NEP 2020 focuses on equity, sociologists warn its heavy reliance on digital pedagogy may inadvertently exacerbate class divisions.
Conclusion
Education in India operates as a double-edged sword. As Andre Beteille suggests, moving from formal equality of access to substantive equality requires dismantling the institutionalized inequalities deeply embedded within the pedagogy, language, and marketized structure of the education system itself.
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