Abstract
The effort in this article is to engage discourses of social inclusion & exclusion through experiences from the field that push the present understanding of these concepts out of a convenient dichotomized categorization, into a complex, more subtle reading of the experiences of marginalized children in school. While the first section of the article highlights the ways in which these adivasi children are discriminated against by particular actors in school, the second section theorizes this discrimination within the practices that frame the modern state's desire to create rational citizen-subjects out of its diverse populations through formal schooling. The argument in this article is that the social inclusion paradigm being fundamentally premised, as it is on state & civil society mechanisms, will have to factor in the irony that this dependence on formal schooling underscores. 15 References. Adapted from the source document.