The Sastras of Teacher Education in South Asia: Conclusion
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.
- Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach. Albany: Suny Press.Google Scholar
- Byker, E. J. (2013). Critical cosmopolitanism: Engaging students in global citizenship competencies. English in Texas Journal, 43(2), 18–22.Google Scholar
- Byker, E. J. (2014a). ICT in India’s elementary schools: The vision and realities. International Education Journal, 13(2), 27–40.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- Freire, P. (1994). Pedagogy of hope. New York: Continuum.Google Scholar
- Freire, P. (2001). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield.Google Scholar
- 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.
- Koirala-Azad, S., & Fuentes, E. H. (Eds.). (2010). Activist scholarship: Possibilities and constraints of participatory action research. Social Justice, 36(4), 1–5. Google Scholar
- Kumar, K. (1991). Political agenda of education. New Delhi: Sage.Google Scholar
- Kumar, K. (2005). Quality of education at the beginning of the 21st century: Lessons from India. Indian Educational Review, 40(1), 3–28.Google Scholar
- McDonald, J. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.Google Scholar
- Naik, J. P. (1975). Equality, quality, and quantity: The elusive triangle of Indian education. New Delhi: Allied Publisher.Google Scholar
- 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.Google Scholar
- Setty, R. (2013). Indian education in the 21st century: More than money, manpower, and materials. Knowledge Cultures, 3(1), 65–75.Google Scholar