Abstract
This chapter focuses on the practice of the Learner-Centred (LC) child-centred model in a standard 2 classroom at Kamala Higher Primary School. The discussions seek to illuminate the school and community contexts and the institutional cultures within which child-centred ideas were introduced and reshaped. The discussions’ highlighting of the strongly performance-oriented school cultures reveals the competing pedagogic frameworks with which teachers were working. Drawing on detailed ethnographic data, the chapter examines the ways in which the democratic ideals of the child-centred programs played out in practice. The analysis draws on Bernstein’s theories of power and control to discuss the social messages that are relayed to students by recontextualised child-centred pedagogic practices.
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Notes
- 1.
The computers had been donated by a large NGO but students did not have access to them yet, so they were mostly unused.
- 2.
These stand for the administrative positions and centres of the education bureaucracy. BEO is the Block Education Officer, DDPI is the Deputy Director for Public Instruction, and the BRC is the Block Resource Centre.
References
Bernstein, B. (1975). Class, codes and control (Vol. 3). Towards a theory of educational transmissions. London: Routledge & Kegan Paul.
DIET. (2006). Analysis report of KSQAO (Unpublished report). Mysore.
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© 2012 Springer Science+Business Media B.V.
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Sriprakash, A. (2012). Learner-Centred Teaching at Kamala Primary School. 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_9
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DOI: https://doi.org/10.1007/978-94-007-2669-7_9
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