Child-centred education and the promise of democratic learning: Pedagogic messages in rural Indian primary schools

Arathi Sriprakash*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

49 Citations (Scopus)

Abstract

Global and national agendas to achieve universal primary education and improve the 'quality' of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts.

Original languageEnglish
Pages (from-to)297-304
Number of pages8
JournalInternational Journal of Educational Development
Volume30
Issue number3
Early online date22 Dec 2009
DOIs
Publication statusPublished - 1 May 2010

Keywords

  • Education for all
  • Education reform
  • India
  • Pedagogy

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