Education inequality has long been a prominent issue throughout the world, particularly in third-world countries. Recently, discussions about this issue in one of the world’s largest countries, India, has created some controversy. What is the stemming cause for education inequality in India? Who holds the blame in this situation, society, governments, or charities?
On one hand, some argue that foreigners need to help India. From this perspective, well-off Indian Americans in other countries have an “obligation” to give back to their roots, because they were lucky enough to find opportunities but there are many more who are suffering. Rohit Menezes, Sonali Madia Patel, & Daniel Pike beautifully illustrate this point in the Stanford Social Innovation Review, with an op-ed called “Giving Back to India.” They mention that while Indians are not typically very charitable and used to donate the least based on past data, the new age has brought about an abundance of charities and social organizations. As a result, Indian Americans are volunteering and donating more than ever.
On the other hand, there are arguments that education inequality in India is purely the Indian government’s fault, as gross incompetence, negligence, and fearmongering have prevented any large-scale improvements from being implemented. The podcast “The Seen and the Unseen” has Cambridge researcher Karthik Muralidharan talk about the Indian government’s incompetence, as millions of dollars meant to go towards education were never even seen by schools or organizations. Similarly, in the news article “Indian charities battle for survival after government crackdown”, Amy Kazmin details a recent law passed by the Indian government that places restrictions on charities. Anti-terrorism and xenophobic hysteria caused the Indian government accuse charities of funding foreign terrorism and not putting grant money to good use, something many accused the government of doing originally.
In sum, this view discusses whether it’s the Indian government or charities’ fault not education inequality well enough, and research has shown that with recent developments it may be hard for both sides to find a compromise. Both points blame a large organization for the issue rather than individuals, as disorganized leadership results in worse participation.
On one hand, another viewpoint goes beyond governments or organizations and relates to the way society is structured in India. Anjela Taneja details how gender, social class, income, and location can have a steep impact on one’s education in “How can India’s education system escape the vicious cycle of inequality and discrimination?” This op-ed supports the argument that because of India’s deep-rooted classism and rampant sexism, girls and lower-caste people are often refused schooling or take less priority than other people in poverty-stricken areas. For example, many rural families perpetuate the stereotype that women are meant to be homemakers, so they send their sons to school and leave women with little to no education or occupational skills, locking them in a cycle of oppression. While the caste system was formally abolished many years ago and is meant to have no meaning in everyday affairs, many Indians take it very seriously and refuse to school their children with others of lower castes, even if they do not have another option.
On the other hand, because sexism and classism are clear-cut and widespread problems, the “opposite” view is largely similar and shares many of the sentiments that Taneja describes. However, it stresses the prominence of gender inequality and discrimination over other factors, stating that solving that issue of women not being educated would provide the biggest boost to India’s economy. Additionally, the other view also places more blame on the government rather than society as a whole, as they have done a poor job combatting rampant sexism and classism.
These points connect back to the earlier statement that individuals themselves should do more to end education inequality. After all, the government is elected by and made up of ordinary people, so both viewpoints share an argument that every person can do more as an individual. Interestingly, the articles and op-eds about Indian citizens do not mention patriotism as much as the ones about Indian Americans do. While articles like the one from Stanford reiterate the importance of caring for one’s country and giving back, especially through charities, the pieces that make a similar plea to Indian citizens do not mention national pride at all.
Is there a lack of national pride in India? Are people generally more selfish in India, focusing on doing the best for their families and themselves rather than others? These questions remain unanswered, but they message all these viewpoints share is evidence: there is not enough being done currently to stop education inequality.
Referring back to another point that has caused a lot of discussion, the role of charities, especially during COVID. As mentioned before, the Indian government is not all too friendly to charities, and one side of the viewpoint agrees with the government, saying foreign and non-governmental influence will just create more division and disorganization.
On the other hand, people who do advocate for more work on the part of charities face an issue. How exactly are non-profits supposed to work on this issue during a pandemic? In Bradford Smith’s op-ed, “Are foundations equipped to help nonprofits survive the pandemic?,” he discusses this argument. With the prevalent of COVID and many government grants and funds going toward relief efforts, how are charities meant to continue their operations? Traveling is no longer an option, so getting supplies from the USA to India is extremely difficult. According to this view, the best way for charities to survive this pandemic is to save their resources and work on bettering their management for future disasters like this. Also, while their possible actions are limited, charities should focus on advertising and keeping the issue of education inequality prevalent in the media.
In short, many things can be listed at fault for the rampant education inequality in India. Right now, it is a blame game of sorts, and especially disorganized and complicated because of the pandemic. As the articles and op-eds above describe, until governments, organizations, and citizens create unity between each other, this issue will remain prevalent, and the question of “What is the root of education inequality in India?” will remain unanswered.