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

By:

Sriprakash, Arathi [author.]

Material type: Text

TextSeries: Education in the Asia-Pacific region : issues, concepts and prospects, 16Dordrecht : Springer, 2012Description: 207 pages ; 23 cmISBN:

9789400796317

Subject(s):

DDC classification:

370. 95487 SRI TESF005 23

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. 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.

List(s) this item appears in: TESF Library Exhibition

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Book	Indian Institute for Human Settlements, Bangalore	370. 95487 SRI TESF005 (Browse shelf(Opens below))	Available		TESF005

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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.

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