Pedagogies for development : the politics and practice of child-centred education in India Arathi Sriprakash

By:

Sriprakash, Arathi

Material type: Text

TextPublication details: New York : Springer, 2012.Description: 199 pagesISBN:

9789400726680

DDC classification:

370.116 SRI

Contents:

Introduction: pedagogy and development -- Researching pedagogic reform -- The political project of child-centered education in India -- Education reform in Karnataka: two pedagogies for development -- On being a teacher: work stories in contexts of change -- . Educating the rural child -- Principles of instruction -- Nali Kali in Mallige Primary School -- Learner-centered teaching at Kamala Primary School -- Child-centered pedagogies and the promise of democratic schooling

Summary: Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform

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Item type	Current library	Collection	Call number	Status	Date due	Barcode
Reference	IIITDM Kurnool Reference	Reference	370.116 SRI (Browse shelf(Opens below))	Not For Loan		0003857

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Introduction: pedagogy and development --
Researching pedagogic reform --
The political project of child-centered education in India --
Education reform in Karnataka: two pedagogies for development --
On being a teacher: work stories in contexts of change --
. Educating the rural child --
Principles of instruction --
Nali Kali in Mallige Primary School --
Learner-centered teaching at Kamala Primary School --
Child-centered pedagogies and the promise of democratic schooling

Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform

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