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Handbook of Education Systems in South Asia pp 1–31Cite as

Knowledge and Curriculum Landscapes in South Asia

An Introduction

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Part of the book series: Global Education Systems ((GES))

Abstract

This chapter situates current curriculum frameworks in the diverse country contexts of South Asia in their colonial and historical roots, interrogating the exercise of power through which curricula in the region have been produced and the power of the curriculum in the constitution of identities and social relations. A particular focus is on the interplay between modernity and religion/tradition and the ongoing tensions and fissures this evoke. The chapter pays close attention to curriculum reforms as a means of producing rules of reason that simultaneously include and exclude.

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Author information

Authors and Affiliations

  1. Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

    Naureen Durrani

  2. School of Education, Tata Institute of Social Sciences, Mumbai, India

    Disha Nawani

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  1. Naureen Durrani
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  2. Disha Nawani
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Correspondence to Naureen Durrani .

Editor information

Editors and Affiliations

  1. Tata Institute of Social Sciences, Mumbai, Maharashtra, India

    Padma M. Sarangapani

  2. Tata Institute of Social Sciences, Hyderabad, India

    Rekha Pappu

Section Editor information

  1. Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

    Naureen Durrani

  2. School of Education, Tata Institute of Social Science, Mumbai, India

    Disha Nawani

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Durrani, N., Nawani, D. (2020). Knowledge and Curriculum Landscapes in South Asia. In: Sarangapani, P., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_53-1

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