Pedagogies for Development: The Politics and Practice of Child-Centred Education in India

Description

Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how ‘quality’ education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice. Front Matter....Pages i-xv Introduction: Pedagogy and Development....Pages 1-9 Researching Pedagogic Reform....Pages 11-28 The Political Project of Child-Centred Education in India....Pages 29-45 Education Reform in Karnataka: Two Pedagogies for Development....Pages 47-69 On Being a Teacher: Work Stories in Contexts of Change....Pages 71-88 Educating the Rural Child....Pages 89-108 Principles of Instruction....Pages 109-125 Nali Kali at Mallige Primary School....Pages 127-152 Learner-Centred Teaching at Kamala Primary School....Pages 153-177 Child-Centred Pedagogies and the Promise of Democratic Schooling....Pages 179-189 Back Matter....Pages 191-199