Abstract
If “the academic field of curriculum studies is embedded in national culture” (Pinar 2005, 26) and our own social, historical, and institutional locations impinge on the questions we ask and the answers we give, then this effort to write about curriculum studies needs to take note of the specificity of India. I attempt to understand meaning and construction of the field of curriculum studies in India along two overlapping axes: (a) colonial experience, trajectory, practices, and tussles of nation building and democracy in India to locate curriculum in relation to larger context and developments, and (b) work in the area of education, curriculum, and textbooks by state and nonstate institutions to understand the ideas that have shaped curriculum studies and debates in India. This survey is used to take an overview of the state of the field of curriculum studies in India, its silences, challenges, and emerging areas of study. But before we undertake this exercise, it may be pertinent to understand the challenges involved in such an engagement.
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Jain, M. (2015). Curriculum Studies in India. In: Pinar, W.F. (eds) Curriculum Studies in India. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137477156_5
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