ABSTRACT
This chapter presents the findings of the empirical study of the education market and school diversity and quality in Delhi. It situates these findings in the contemporary contestations over reconfigurations of Delhi’s urban space, education and citizenship. Findings suggest differentiation within private and public schools in the city with reference to their clientele, spaciousness, maintenance and the pedagogic dimensions of quality. In contrast to other studies, this study shows that government school teachers are not necessarily practising a disciplining pedagogy to produce domesticated, obedient and docile bodies and notes several instances of empathetic teachers practising progressive pedagogy in their classrooms.
