Abstract
The purpose of our conclusion chapter is to examine and summarize the volume’s themes. At the onset of the book, Rohit introduced the Sanskrit word śāstras as akin to a guide for everyday practice. In our conclusion chapter, we discuss how the volume’s chapters reflect the challenges, innovations, and outcomes of teacher education across South Asia. We examine the sastras learned from this volume. The three sastras include the following: (1) Teachers lead as policies guide; (2) action drives incremental progress; and (3) data and design shape a professional teaching practice. We also outline recommendations for a future research agenda related to teacher education in the South Asian region.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach. Albany: Suny Press.
Byker, E. J. (2013). Critical cosmopolitanism: Engaging students in global citizenship competencies. English in Texas Journal, 43(2), 18–22.
Byker, E. J. (2014a). ICT in India’s elementary schools: The vision and realities. International Education Journal,13(2), 27–40.
Byker, E. J. (2014b). Sociotechnical narratives in rural, high-poverty elementary schools: Comparative findings from East Texas and South India. International Journal of Education and Development using ICT, 10(2), 29–40.
Byker, E. J. (2015). Teaching for ‘global telephony’: A case study of a community school for India’s 21st century. Policy Futures in Education,13(2), 234–246.
Byker, E. J. (2016). The one laptop schools: Equipping rural elementary schools in South India through public private partnerships. Global Education Review,2(4), 126–142.
Byker, E. J. (2017). Reading and rewriting South Asia. In H. Kidwai, R. Iyengar, M. Witenstein, E. J. Byker, & R. Setty’s (Eds.), Participatory action research and educational development: South Asian perspectives (pp. 271–279). New York: Springer.
Byker, E. J. (2019). I code therefore I am: The sociotechnical narrative of a coding curriculum in Bangalore. In C. Lewis’ (Ed.), Global issues and urban schools: Strategies to effectively teach students in urban environments around the world. Charlotte, NC: Information Age Publishing.
Byker, E. J., & Banerjee, A. (2016). Evidence for action: Translating field research into a large scale assessment. Journal of Current Issues in Comparative Education,18(1), 1–13.
Economist. (2015). Skills needed: Addressing South Asia’s deficit of technical and soft skills: Analyzing the gap in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka. Retrieved from https://www.britishcouncil.org/sites/default/files/Skills_gap_jan2015_print.pdf.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1994). Pedagogy of hope. New York: Continuum.
Freire, P. (2001). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield.
Iyengar, R., Witenstein, M. A., & Byker, E. J. (2014). Comparative perspectives on teacher education in South Asia. In A. W. Wiseman & E. Anderson (Ed.), Annual review of comparative and international education 2014 (pp. 99–106). Retrieved from https://doi.org/10.1108/s1479-3679_2014_0000025010.
Kidwai, H., Iyengar, R., Witenstein, M., Byker, E. J., & Setty, R. (2017). Participatory action research and educational development: South Asian perspectives. New York: Springer.
Koirala-Azad, S., & Fuentes, E. H. (Eds.). (2010). Activist scholarship: Possibilities and constraints of participatory action research. Social Justice, 36(4), 1–5.
Kumar, K. (1991). Political agenda of education. New Delhi: Sage.
Kumar, K. (2005). Quality of education at the beginning of the 21st century: Lessons from India. Indian Educational Review,40(1), 3–28.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. London: Cambridge University Press.
McDonald, J. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.
McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly,41(3), 168–187.
Naik, J. P. (1975). Equality, quality, and quantity: The elusive triangle of Indian education. New Delhi: Allied Publisher.
Senaratne, S., & Gunarathne, A. D. N. (2017). Excellence perspective for management education from a global accountants’ hub in Asia. In N. Baporikar (Ed.), Management education for global leadership. IGI Global: Hershey, PA.
Setty, R. (2013). Indian education in the 21st century: More than money, manpower, and materials. Knowledge Cultures,3(1), 65–75.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Byker, E.J., Witenstein, M.A. (2019). The Sastras of Teacher Education in South Asia: Conclusion. In: Setty, R., Iyengar, R., Witenstein, M.A., Byker, E.J., Kidwai, H. (eds) Teaching and Teacher Education. South Asian Education Policy, Research, and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26879-4_16
Download citation
DOI: https://doi.org/10.1007/978-3-030-26879-4_16
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-26878-7
Online ISBN: 978-3-030-26879-4
eBook Packages: EducationEducation (R0)