ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

PedagogySubscribe to Pedagogy

Whose History Is It Anyway?

This article examines a report currently being considered by the Parliamentary Standing Committee on Education pertaining to school history books. It unpacks the misplaced bases of comparison used in the report. It also highlights the implications of the recommendations to erase or simplify histories of caste and gender, reducing the discipline to an account of “great men” and a few “great women,” as well as to “cleanse” sections of history to create a polarised notion of the past, locating these within the large-scale changes imminent in education at all levels.

Development and the Farmer

The consensus against the farmers’ struggle grants them the space to have doubts and apprehensions, but no civic or intellectual agency to seriously question the legitimacy and reliability of the vision of the future embedded in the new laws.

The Many Dimensions of Evaluating ‘Quality’ Education

Following the “Gunotsav–A Quality Initiative” exercise undertaken by the Government of Assam in 2017 and 2018 to assess the quality of its government schools in the state, the views of the external examiners involved in the assessment of various schools are presented. While quality cannot be quantified, reflections of examiners from exercises such as Gunotsav help in situating the education offered by government schools in the particular socio-economic contexts of Assam, apart from underscoring the range of challenges faced by such schools.

Teaching History in Unjust Times

The Challenge of Democratization: Learning and Teaching History in the 21st Century edited by Kumkum Roy, 2020; New Delhi, pp 230, free e-book, https://www.academia.edu/44456294/Phoenixkrjune .

English Language Education in India: How Aspirations for Social Mobility Shape Pedagogy

While English is not the official language of India, it has become the language of the ruling elite. Fluency in English is extremely sought after and brings with it the potential for social mobility to the underprivileged sections of society. But is an English-medium education the solution? */ */

The Invisible Barriers to India’s Educational Reforms

Why have three decades of pedagogical reforms failed to translate the learner-centred vision of national documents into reality? This paper presents empirical research that corroborates what Indian educationists are increasingly noting, that there are entrenched cultural mindsets restricting a shift in India’s education system. The research finds three central worldview beliefs widespread among government teachers that contradict the assumptions of policy documents and in fact of the Constitution: a belief in inequality vs equality, knowledge transmission vs liberty of thought, and purpose as individual advancement vs fraternity. In turn, teachers simply reflect the worldviews they themselves experience, creating a vicious cycle.

The Impossibility of ‘Dalit Studies’

The meaning and implications of the presence of “Dalit studies” in the pedagogical content of higher education in India need to be analysed. “Dalit studies” seeks to intervene into such a space of pedagogical practices and institutional policies in higher education which may have grudgingly accepted the physical presence of the Dalit through affirmative action, but which has nonetheless historically overlooked the thought of the Dalit.

Pedagogy and the Language of Disciplines: A Classroom Experiment Using Wikipedia

Thinking about the question of pedagogy needs us to reflect on the “skills” pertinent to different forms of disciplinary knowledge. This article reflects on an experiment in designing a writing course with the explicit intention of making students appreciate the manner in which a consensual regime of facts is established, so that it could become the basis for higher-order activities like argumentation.

‘Why Cheat India’ and the ‘Filter’ of Public Examination

Can weeding out corruption help higher education, when there is a mismatch between number of aspirants and the number of opportunities that are available?

What Does CORE’s The Economy Offer Students and Teachers?

Responding to the special issue, “CORE’s Economics Textbook” (EPW, 16 June 2018), a teacher who has used the book in class explains why the book has proved useful in conveying concepts in economics and inculcating an interest in the study of social sciences at large. The Economy is not only a well-thought-out and ideologically eclectic textbook, but an interactive and dynamic teaching and learning tool that incorporates digital resources.

The Derozio Affair

Hindu College was set up in Calcutta in 1817 as a pioneering institution to impart Western learning to its students. In 1831, its most outstanding teacher, Henry Louis Vivian Derozio, then only 22 years old, was compelled to resign. A look at the circumstances that forced his resignation attempts to reconstruct Derozio's ideas and his teaching methods. The episode offers a glimpse of the intellectual ambience of early 19th-century Calcutta.

Beyond the Oxymoronic Idea of No-detention Policy

The periodic debates on continuous and comprehensive evaluation and no-detention policy in media are completely futile, given the current class-wise structure of schools and curricula. As a result, elementary education gets defi ned by the number of years spent in school. The examination system thwarts all attempts at bringing reforms in pedagogy, curriculum and textbooks. Therefore, discarding both examinations and detention is necessary, and an alternative imagination of schools and curriculum organisation is imperative for the success of educational reforms.

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