ABSTRACT
State education commissions in post-colonial India replaced the British civ-ilisational mission with postcolonial welfare nationalism. The institutional measures culminated in the enforcement of the Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) in 2009, making education a fundamental right. The RTE also makes it clear that children will not be denied admission for want of a document certifying age or held back in classes. The obstacles to realising the goals of inclusive education specified in the RTE are financial constraints, commodification of education and social stratification. Pedagogic situations are enmeshed in social contexts, whereby they can influence and be influenced by society. Social critique occurs from a commitment to the regulative ideal of the normative force of inclusive social communication; the aspiration for realising social communication—— however inadequate——motivates such communication. Dr. Babasaheb Ambedkar stressed critique as an integral part of the educational process.
