This study focuses on school leaders' and management committee members' perspectives on issues related to equity and diversity for indigenous children in the Chittagong Hill Tracts (CHTs) region of Bangladesh. Development reports in general rarely discuss equity issues and particularly not with regard to the education of indigenous primary school students. A qualitative case study methodology was adopted to explore school life in four CHTs school communities where mainstream and indigenous peoples live. In-depth interviews were conducted with head teachers and academic supervisors, and focus group discussions were held with members of each school's management committee. Along with geographical isolation participants argued that poor social and economic conditions make it difficult to support the education of children in the region. Mentioned as well were that teaching practices and activities within the wider school culture could be more responsive to and respectful of the diverse needs of students and families. Increasing knowledge and awareness of equity principles among school leaders as well as introducing more equitable policies and governance to guide practice are needed to build and strengthen relationships amongst all members of the schools' community.
|Number of pages||10|
|Journal||INTERNATIONAL JOURNAL OF DIVERSITY IN ORGANISATIONS, COMMUNITIES AND NATIONS|
|Publication status||Published - 2016|