Educational Reform as a Contradictory Resource: The Case of Two Students in a Model Government School in Uttarakhand

Abstract

This article examines how school reform initiatives, such as the Atal Utkrisht model school programme in Uttarakhand, function as a contradictory resource—offering new opportunities while simultaneously reinforcing existing inequalities. Drawing on a qualitative case study of two Grade 9 students from contrasting socio-economic backgrounds, the study investigates how educational reforms are experienced and negotiated within the everyday lives of students. Data were collected through classroom observations and in-depth interviews with students, their parents and subject teachers. The study draws on Pollard’s (2004) framework on the social context of learning, which highlights how student agency and participation are shaped by interactions across home, school and peer settings. Lareau’s (2002) concepts of ‘concerted cultivation’ and ‘natural growth’ further illuminate how social class mediates students’ capacities to align with shifting institutional expectations, especially in restructured spaces like English-medium government schools. The findings reveal that while reforms may enhance access and visibility, they often fail to account for structural inequalities, leading to differentiated outcomes based on students’ social position. The article argues for a more contextually grounded approach to reform, one that centres student experience, acknowledges diversity and fosters inclusive learning environments through responsive pedagogical and institutional practices.