Abstract
This essay draws on postcolonial and globalization theories, educational research and scholarship in both the U.S. and India, and Akash Kapur’s, India Becoming: A Portrait of Life in Modern India as an illustrative study in order to discuss identities, cultures, and education in “economically liberalized,” globalized, postcolonial India, with particular reference to urban contexts. The effects of privatization, corporatization, and discourses of efficiency and accountability are evident in the educational contexts of both countries India and the U.S. Educators and scholars confront the challenges of resisting recolonization in terms of curriculum, pedagogy, research, and discourse.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Acharjee, S. (2013, May 2). Evaluating the right to education. India Today. Retrieved from http://indiatoday.intoday.in/story/evaluating-the-right-to-education/1/268941.html
Adiga, A. (2008). The white tiger. New York: Free Press.
Advani, S. (2009). Schooling the national imagination: Education, English, and the Indian modern. New Delhi: Oxford University Press.
Alexander, M. J., & Mohanty, C. T. (Eds.). (1997). Feminist genealogies, colonial legacies, democratic futures. New York: Routledge.
Anzaldúa, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute Books.
Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press.
Asher, N. (2005). At the interstices: Engaging postcolonial and feminist perspectives for a multicultural education pedagogy in the South. Teachers College Record, 107(5), 1079–1106.
Asher, N. (2007). Made in the (multicultural) U.S.A.: Unpacking tensions of race, culture, gender, and sexuality in education. Educational Researcher, 36(2), 65–73.
Asher, N. (2009). Writing home/decolonizing text(s). Discourse: Studies in the Cultural Politics of Education, 30(1), 1–13.
Bhabha, H. K. (1994). Location of culture. New York: Routledge.
Bhatia, G. (2014, December 3). Insecure and insular in urban India. The Hindu, p. 8.
Bhuyan, A. (2013, May 4). Right to Education Act has failed the no-fail policy: Anil Sadgopal. Business Standard. Retrieved from http://www.business-standard.com/article/economy-policy/right-to-education-act-has-failed-the-no-fail-policy-anil-sadgopal-113050400584_1.html
Bigelow, B., & Peterson, B. (Eds.). (2002). Rethinking globalization: Teaching for justice in an unjust world. Milwaukee: Rethinking Schools.
Bulbeck, C. (1998). Re-orienting western feminisms: Women’s diversity in a postcolonial world. New York: Cambridge University Press.
Chakrabarty, D. (2012). From civilization to globalization: The “West” as a shifting signifier in Indian modernity. Inter-Asia Cultural Studies, 13(1), 138–152.
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Malden: Polity.
Dimitriadis, G. (2008). Globalization: 1996–2006. Discourse: Studies in the Cultural Politics of Education, 29(1), 135–138.
Fanon, F. (1967/1952). Black skin, white masks. New York: Grove Press.
Freire, P. (1982). Pedagogy of the oppressed. New York: Continuum.
Gandhi, L. (1998). Postcolonial theory: A critical introduction. New York: Columbia University Press.
Gonzalez, N. (2004). Disciplining the discipline: Anthropology and the pursuit of quality education. Educational Researcher, 33(5), 17–25.
Gough, N. (2004). A vision for transnational curriculum inquiry. Transnational Curriculum Inquiry, 1(1), 1–11. http://www.deakin.edu.au/tci. 1 Apr 2009.
Govinda, R., & Josephine, Y. (2005). Para-teachers in India: A review. Contemporary Education Dialogue, 2(2), 193–224.
Gulati, S. (2005). Nalini by day, Nancy by night. New York: Women Make Movies. Documentary film.
Hall, K. (1999). Understanding educational processes in an era of globalization: The view from anthropology and cultural studies. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp. 121–156). San Francisco: Jossey-Bass.
Hickling-Hudson, A., Matthews, J., & Woods, A. (2004). Education, postcolonialism, and disruptions. In A. Hickling-Hudson, J. Matthews, & A. Woods (Eds.), Disrupting preconceptions: Postcolonialism and education (pp. 1–16). Flaxton: Post Pressed.
Jain, M. (2015). Curriculum studies in India: Colonial roots and postcolonial trajectories. In W. F. Pinar (Ed.), Curriculum studies in India: Intellectual histories, present circumstances (pp. 111–139). New York: Palgrave Macmillan.
Jain, M., & Saxena, S. (2010). Politics of low cost schooling and low teacher salary. Economic and Political Weekly, 45(18), 79–80.
Kapur, A. (2012). India becoming: A portrait of life in modern India. New York: Riverhead/Penguin.
Khirwadkar, A. (2007). Reinventing the paradigm of teaching: Implication for teacher education. Journal of Indian Education, 33(2), 50–58.
Kumashiro, K. K. (2008). The seduction of common sense: How the right has framed the debate on America’s schools. New York: Teachers College Press.
Lam, W. S. E. (2006). Culture and learning in the context of globalization: Research directions. Review of Research in Education, 30, 213–237.
Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34, 329–394.
Levien, M. (2015, February 4). Dispossession, development, and democracy. The Hindu, p. 8.
Lipman, P. (2005). Educational ethnography and the politics of globalization, war, and resistance. Anthropology and Education Quarterly, 36(4), 315–328.
Lorde, A. (1984). Sister outsider: Essays and speeches. Freedom: The Crossing Press.
Lukose, R. A. (2009). Liberalization’s children: Gender, youth, and consumer citizenship in globalizing India. Durham: Duke University Press.
Mehendale, A. (2010, January 23). Model rules for the Right to Education Act. Economic and Political Weekly. Retrieved from http://www.epw.in/commentary/model-rules-right-education-act.html
Miller, J. (2005). Sounds of silence breaking: Women, autobiography, curriculum. New York: Peter Lang.
Mishra, N., Ball, P., & Mishra, A. (2006, August 7). Dumbing down – New NCERT policy: Instead of learning becoming fun, it may well flounder. India Today. Retrieved from http://indiatoday.intoday.in/story/new-ncert-policy-instead-of-learning-becoming-fun-it-may-well-flounder/1/180879.html
Mohanty, C. T. (1991). Under western eyes/third world women and the politics of feminism. In C. Mohanty, A. Russo, & L. Torres (Eds.), Third world women and the politics of feminism (pp. 51–80). Bloomington: Indiana University Press.
Mohanty, C. T., Russo, A., & Torres, L. (1991). Third world women and the politics of feminism. Bloomington: Indiana University Press.
Nambissan, G. B. (2010). The global economic crisis, poverty and education: A perspective from India. Journal of Education Policy, 25(6), 729–737.
Nandy, A. (2001). An ambiguous journey to the city: The village and other odd ruins of the self in the Indian imagination. New Delhi: Oxford University Press.
National Council of Educational Research and Teaching (NCERT). (2005). National curriculum framework (NCF). New Delhi: Government of India, Ministry of Human Resource Development, Department of Secondary & Higher Education.
Oliver, K. (2004). The colonization of psychic space: A psychoanalytic social theory of oppression. Minneapolis: University of Minnesota.
Ono, K. A. (2005). Asian American studies after 9/11. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds.), Race, identity, and representation in education (pp. 439–451). New York: Routledge.
Pandey, S. (2007). Constructivism and the pedagogy of education for peace: A reflection on school education curriculum reform (NCF-2005). Journal of Indian Education, 33(2), 21–29.
Prashad, V. (2006). The global war against teachers. Radical History Review, 95, 9–20.
Rowe, A. C., Malhotra, S., & Perez, K. (2013). Answer the call: Virtual migration in Indian call centers. Minneapolis: University of Minnesota Press.
Sadgopal, A. (2009). India’s education policy: A historical overview. Unpublished version.
Sarangapani, P. M. (2009). Quality, feasibility, and desirability of low cost private schooling. Economic and Political Weekly, 44(43), 67–69.
Shahani, P. (2008). Gay Bombay: Globalization, love, and (be)longing in contemporary India. New Delhi: Sage.
Sheppard, E., & Nagar, R. (2004). From East-West to North-South. Antipode, 36(4), 557–563.
Smith, B. (1983/2000). Introduction. In B. Smith (Ed.), Home girls: A black feminist anthology (pp. xxi–lviii). New Brunswick: Rutgers University Press. (Original work published in 1983).
Taubman, P. M. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York: Routledge.
Trinh, T. M. (1989). Woman, native, other: Writing postcoloniality and feminism. Bloomington: Indiana University Press.
Weedon, C. (1999). Feminism, theory, and the politics of difference. Malden: Blackwell.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Asher, N. (2017). Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing Curriculum and Pedagogy. In: Pink, W., Noblit, G. (eds) Second International Handbook of Urban Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-40317-5_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-40317-5_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-40315-1
Online ISBN: 978-3-319-40317-5
eBook Packages: EducationEducation (R0)