Author: Mr. Malay Kanti Acharya
DOI Link: https://doi.org/10.70798/Bijmrd/03070010
Abstract: This research article explores the layered and intersectional inequities present in rural teacher preparation systems in India, with a particular focus on caste, class, gender, language, and geographic marginalization. While rural education policies have long been concerned with quantity and access, this study delves deeper into the qualitative dimensions of teacher training, examining how structural disparities influence the identity, agency, and professional trajectory of teacher candidates. Drawing on critical pedagogy, feminist theory, and intersectionality, the study analyzes the disconnect between national education policies and local realities, where teacher preparation programs often fail to address the socio-cultural needs of underprivileged communities. The article offers a critique of current teacher education curricula and institutional structures and suggests transformative practices for inclusive, just, and context-sensitive rural teacher preparation.
Keywords: Intersectionality, Rural Education, Teacher Preparation, Caste, Gender Equity, Critical Pedagogy.
Page No: 94-99