School Exclusion as Social Exclusion: the Practices and Effects of a Conditional Cash Transfer Programme for the Poor in Bangladesh
Evidence indicates that a much-feted conditional cash transfer programme designed to widen access to basic education in Bangladesh has failed in its aims. The programme is analysed here as an instance of the effort to govern chronic poverty. For the state, education fits within a national project of poverty reduction and creating governable citizens. For the poor, education signals social inclusion and access to the state. Yet class and social distinctions through which state actors 'see' poor children result in beneficiary selection practices that routinely exclude the poorest from school, with longer-term adverse effects for their social inclusion and citizenship.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 46 (2010)
Issue (Month): 7 ()
|Contact details of provider:|| Web page: http://www.tandfonline.com/FJDS20|
|Order Information:||Web: http://www.tandfonline.com/pricing/journal/FJDS20|
When requesting a correction, please mention this item's handle: RePEc:taf:jdevst:v:46:y:2010:i:7:p:1264-1282. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty)
If references are entirely missing, you can add them using this form.