Pedagogies for development: The politics and practice of child-centred education in India

Arathi Sriprakash

doi:10.1007/978-94-007-2669-7

Pedagogies for development: The politics and practice of child-centred education in India

Arathi Sriprakash^*

^*Corresponding author for this work

School of Education

Research output: Book/Report › Authored book

36 Citations (Scopus)

Abstract

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. The book contributes to pressing debates about how ‘quality’ education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.

Original language	English
Publisher	Springer Netherlands
Number of pages	199
ISBN (Electronic)	9789400726697
ISBN (Print)	9789400726680
DOIs	https://doi.org/10.1007/978-94-007-2669-7
Publication status	Published - 1 Jan 2012

Keywords

Child-centred Education
Democratic Learning
Education Development
Education Policy
Ethnographic Research
Pedagogic Reform
Pedagogies for Development
Quality Education
Social Inequalities
Sociology of Pedagogy

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KW - Social Inequalities

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Pedagogies for development: The politics and practice of child-centred education in India

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