Educational Reform as a Contradictory Resource: The Case of Two Students in a Model Government School in Uttarakhand.

This article investigates how the Atal Utkrisht model school programme in Uttarakhand, India, functions as a "contradictory resource" by simultaneously creating new educational opportunities and reinforcing existing socio-economic inequalities. Through a qualitative case study of two ninth-grade students from contrasting backgrounds—Rahul, a first-generation learner from a low-income family, and Rakhi, a middle-class student with prior private schooling—the study reveals how reforms such as the shift to English-medium instruction and adoption of the CBSE curriculum differentially impact students based on their cultural capital, home support, and linguistic readiness. While the programme aims to enhance public schooling quality and competitiveness, its implementation often overlooks structural barriers, leading to stratified classroom dynamics and varied student experiences. The article argues for reforms that go beyond infrastructural upgrades to include pedagogical responsiveness, inclusive practices, and recognition of diverse student identities to address educational inequities effectively.