Pedagogies for Development

The Politics and Practice of Child-Centred Education in India

  • Arathi Sriprakash

Table of contents

  1. Front Matter
    Pages i-xv
  2. Arathi Sriprakash
    Pages 1-9
  3. Arathi Sriprakash
    Pages 11-28
  4. Arathi Sriprakash
    Pages 89-108
  5. Arathi Sriprakash
    Pages 109-125
  6. Arathi Sriprakash
    Pages 127-152
  7. Arathi Sriprakash
    Pages 153-177
  8. Back Matter
    Pages 191-199

About this book

Introduction

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. 

Keywords

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

Authors and affiliations

  • Arathi Sriprakash
    • 1
  1. 1., Fac. of Education and Soc. WorkUniversity of SydneySydneyAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-2669-7
  • Copyright Information Springer Science+Business Media B.V. 2012
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-2668-0
  • Online ISBN 978-94-007-2669-7
  • About this book