A SOCIOLOGICAL INSPECTION OF THE NEW EDUCATIONAL LANDSCAPE IN INDIA: THE NATIONAL EDUCATION POLICY 2020 AND EARLY CHILDHOOD CARE AND EDUCATION - IS THE CONCEPT OF CULTURAL CAPITAL REALLY SIGNIFICANT?

Abstract

The Indian National Education Policy (NEP) 2020 has set a lofty objective for the holistic development of children and has recognized the crucial significance of Early Childhood Care and Education (ECCE). The ECCE program of the NEP 2020 aims to bring about a substantial change in the Indian education system by prioritizing the crucial early years of a child’s development. It recognizes that offering children exceptional early education and creating positive learning environments during this time can significantly and permanently impact a child’s emotional, social, cognitive, and physical growth. The ECCE component of the NEP 2020 places a high importance on promoting inclusion and equity. It achieves this by ensuring that all children, irrespective of their socio-economic background, talents, or cultural diversity, have equal chances and participation in educational activities. This study aims to investigate the correlation among the NEP 2020, ECCE, and Pierre Bourdieu’s theory of cultural capital. Cultural capital, as defined by Pierre Bourdieu, “refers to the intangible social advantages that are independent of financial resources.” Instead, these benefits enable individuals to rise in social status and improve their capacity to access cultural and educational opportunities. So far, no study has conducted a rigorous exploration of the potential major link between the NEP 2020, ECCE, and cultural capital. Understanding the elements that impact early childhood education is of utmost importance as India implements significant educational reforms.