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Key Moments of Education Policy towards the Poor

Thematic Pillars (sub-projects)

Within the framework of the TRG, poverty is understood as a multidimensional phenomenon, which comprises questions of access to education, or health care, as well as economic resources. Additionally, poverty can be linked to different structural categories of inequality, such as caste, class, gender, religion, or the rural context. In order to come to a multiform chronology, several thematic pillars or sub-projects, have been identified:

Some of the sub-projects will be organized around one structural category of inequality. They will, however, not do so in isolation, but also see how policies which might prove beneficial to one disprivileged group could at the same time produce new disadvantages for others. Other sub-projects are organized around the theme of universal education, such as policies to forward the objective of comprehensive mass education, or the media technologies developed for the purpose. While the majority of the sub-projects (organized around the thematic pillars of gender, caste, labour relations, and compulsory education) focus on the long twentieth century as the main period of analysis, some genealogies have to start earlier. Hence, the sub-project on the “key moment of indigenous education” goes back to the 1830s to 1850s, even if the idea of the “indigenous” reappears in the debates about national education in the twentieth century. On the other hand, the sub-project on technological solutions for the education of the masses – a history leading up to the current topic of teacher-free online learning – will only start in the 1970s.