'Joyful Learning' in rural Indian primary schools: An analysis of social control in the context of child-centred discourses

Arathi Sriprakash*

*Corresponding author for this work

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

17 Citations (Scopus)

Abstract

Efforts to improve the 'quality' of education for all in government primary schools in India have seen a shift towards child-centred teaching. This paper examines the 'Joyful Learning' programme, an example of a pedagogic reform implemented in rural primary schools in the southern Indian state of Karnataka. Through an empirical analysis of teachers' pedagogic discourses, I explore what it means to introduce child-centred pedagogic principles in low-income, rural Indian contexts. Of particular interest to this paper is how new forms of pedagogic control in child- centred approaches might be understood and mediated by teachers. The analysis reveals how the social controls of knowledge acquisition can remain unchallenged, and hidden, by the rhetoric of this child-centred pedagogy. The discussions reflect on the need for more complex and contextual considerations of pedagogy in attempts to achieve 'quality' universal education.

Original languageEnglish
Pages (from-to)629-641
Number of pages13
JournalCompare
Volume39
Issue number5
DOIs
Publication statusPublished - 7 Sep 2009

Bibliographical note

provisional acceptance date added, based on publication information.

Keywords

  • Child-centred pedagogy
  • India
  • Pedagogic reform
  • Primary education

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