Pedagogies for Development

The Politics and Practice of Child-Centred Education in India

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Social & Cultural Studies, Social Science, Sociology
Cover of the book Pedagogies for Development by Arathi Sriprakash, Springer Netherlands
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Author: Arathi Sriprakash ISBN: 9789400726697
Publisher: Springer Netherlands Publication: January 24, 2012
Imprint: Springer Language: English
Author: Arathi Sriprakash
ISBN: 9789400726697
Publisher: Springer Netherlands
Publication: January 24, 2012
Imprint: Springer
Language: English

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. 

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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. 

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