Abstract
This chapter takes up Bernstein’s theories of instruction to analyse the instructional principles shaping teachers’ pedagogic discourses, such as the selection, sequence, pacing and evaluation of school knowledge. It develops earlier discussions about the deficit discourses of the rural learner and contexts of limited teacher autonomy to explore how teachers work with the Nali Kali and Learner-Centred models of instruction in relation to these tensions. Taking each pedagogic model in turn, this chapter offers deep insights into teachers’ strategies and pedagogic knowledges with respect to conditions of rural poverty and other complexities of their school worlds.
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Notes
- 1.
The English word ‘risk’ was used by Sujatha. The ‘risk’ taken to do something is also used to convey a sense of the ‘trouble’ taken.
References
Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique. Lanham: Rowman & Littlefield Publishers.
Kaul, A. (2004, July 23–25). Nali Kali: The joy of learning. Paper presented at the National Conference on Enhancing Learning in Elementary Schools, Azim Premji Foundation, Bangalore.
LC. (2006). First annual report of Learner Centred pedagogy: A joint initiative of Sarva Shiksha Abhiyan and LC (Unpublished report). Bangalore, Karnataka.
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Sriprakash, A. (2012). Principles of Instruction. In: Pedagogies for Development. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2669-7_7
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DOI: https://doi.org/10.1007/978-94-007-2669-7_7
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