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Epistemological Deviant, Epistemic Abjection and Lost Opportunities: A Case Study of a Muslim Trans Intersex Student’s Othering and Dehumanisation in an Indian Science Classroom 认识论上的偏差、认识论上的排斥和机会的丧失:印度理科课堂上穆斯林变性学生被异化和非人化的案例研究
Q3 Social Sciences Pub Date : 2023-12-03 DOI: 10.1177/09731849231206226
Sayantan Datta
This article sheds light on the registers of violence through which people from marginalised groups—especially non-normative or minoritised collectivities of gender, sex and religion—are constructed as outsiders in science higher education in India. Further, this article delineates the production and construction of a ‘normal’ sex/gender in a science classroom as distinct from a ‘biological’ sex/gender. Towards these goals, this article uses autobiographical narratives of a Muslim intersex transgender (trans) individual pursuing their masters in a science institution in Bengaluru, India, which it analyses using sociology of science and psychoanalytic lenses to articulate these mechanisms as the construction of the ‘epistemological deviant’ and the employment of ‘epistemic abjection’.
这篇文章揭示了在印度的科学高等教育中,来自边缘群体的人——尤其是性别、性和宗教的非规范或少数群体——被构建为局外人的暴力记录。此外,本文还描述了科学课堂中“正常”性别/性别的产生和建构,以区别于“生物”性别/性别。为了实现这些目标,本文使用了一个穆斯林双性跨性别者(跨性别者)在印度班加罗尔的一所科学机构攻读硕士学位的自传体叙述,它使用科学社会学和精神分析镜头来阐明这些机制,作为“认识论偏差”的构建和“认识论堕落”的使用。
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引用次数: 0
Yeh Toh Ulto Hi Ho Gayo! Juxtaposing Educational Discourse on Forests and Conservation with Everyday Discourses of Adivasi Communities of Central India Yeh Toh Ulto Hi Ho Gayo!将有关森林和保护的教育话语与印度中部阿迪瓦西社区的日常话语并列起来
Q3 Social Sciences Pub Date : 2023-12-03 DOI: 10.1177/09731849231213159
Aisha Kawalkar, Himanshu Srivastava, Ruchi Shevade
Researchers often point out a wide rift between school culture and students’ home culture, especially for Adivasi students whose culture, language and knowledge systems are played down by the mainstream discourse. We believe that such deficit perspectives must be countered to work towards an equal and just society. For this purpose, in this study, we explored the funds of knowledge of Adivasi communities of Central India with regard to forests and conservation. We also examined school textbooks from the standpoint of these communities to understand how connected or disconnected they are to the life-worlds of Adivasi students. The study adopted a participatory design and drew upon the principles of critical ethnography. For data collection, we used a strategic combination of ethnographic observations, informal interactions, focus group discussions, personal interviews and field notes. The findings indicate a strong need for developing learning material that is contextually relevant, meaningful and transformative for students.
研究人员经常指出,学校文化与学生家庭文化之间存在着巨大的鸿沟,尤其是对于那些文化、语言和知识体系被主流话语淡化的土著学生而言。我们认为,必须克服这种缺陷观点,努力建设一个平等和公正的社会。为此,在本研究中,我们探索了印度中部阿迪瓦西社区关于森林和保护的知识储备。我们还从这些社区的角度研究了学校教科书,以了解他们与原住民学生的生活世界有多大的联系或脱节。该研究采用了参与式设计,并借鉴了批判性人种学的原则。在数据收集方面,我们策略性地结合了人种学观察、非正式互动、焦点小组讨论、个人访谈和实地记录。研究结果表明,迫切需要开发与学生情境相关、有意义和具有变革性的学习材料。
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引用次数: 0
Education Policy Imaginary and Crises: The Case of EdTech and the COVID-19 Crisis 教育政策想象与危机:教育技术和 COVID-19 危机案例
Q3 Social Sciences Pub Date : 2023-11-21 DOI: 10.1177/09731849231206217
Yusuf Sayed, Meera Chandran, R. Pappu
Crises manifest in diverse ways and among the various effects that ensue, educational provisioning is impacted. Crises may result in significant shifts in how education figures in the policy imaginary. The COVID-19 crisis marks one such moment that decisively shaped the education policy imaginary. EdTech came to be seen as a global solution enabling education to continue in an uninterrupted manner. This new imaginary is distinct from the pre-pandemic models (that sought to integrate digital technologies into education in a phased manner) in that EdTech can be packaged, personalised, platformed and made available to consumers at their convenience and capacity to pay for devices and resources. The note thus tracks the emergence during the COVID-19 crisis of an education policy imaginary that is built around EdTech and argues for the need to critically review it, given how such policy responses can and do reveal and exacerbate the existing inequities in education.
危机的表现形式多种多样,在随之产生的各种影响中,教育供给受到了影响。危机可能导致教育在政策想象中的地位发生重大变化。COVID-19 危机就是这样一个决定性地塑造教育政策想象的时刻。教育技术被视为一种全球性的解决方案,使教育得以不间断地进行。这种新的想象有别于大流行前的模式(试图分阶段将数字技术融入教育),因为教育技术可以打包、个性化、平台化,并根据消费者的方便程度和支付设备和资源的能力提供给他们。因此,本说明追踪了在 COVID-19 危机期间出现的围绕教育技术而建立的教育政策想象,并认为有必要对其进行批判性审查,因为这种政策反应如何能够并确实揭示和加剧了教育中现有的不平等。
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引用次数: 0
Conversations/Interview with Dhir Jhingran 对话/采访Dhir jingran
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231185824
Dhir Jhingran
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引用次数: 0
The Canvas of Science Education 科学教育的画布
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231166267
Abhijeet Bardapurkar
The canvas of science education needs to be viewed in its totality to prevent the confounding of some basic issues and to enable us to evaluate the fads and fashions in educational practice. Policies and processes in education are tacitly shaped by theories in the humanities and social sciences. Inadequate understanding of these theories, or the lack of attention to uncalled-for implications of their practical import, takes education in undesirable directions. To be a good science teacher has never been easy. The teacher is a master of knowledge in science. But that is not all. She is equally committed to the principles governing the practice and communication of science.
科学教育的画布需要从整体上看待,以防止混淆一些基本问题,并使我们能够评估教育实践中的时尚。教育的政策和过程是由人文科学和社会科学的理论默认的。对这些理论的理解不足,或者缺乏对其实际意义的不必要影响的关注,使教育朝着不可取的方向发展。成为一名好的科学老师从来都不是一件容易的事。这位老师是一位科学知识大师。但这还不是全部。她同样致力于科学实践和传播的原则。
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引用次数: 0
Gunjan Sharma, Schooling and Aspirations in the Urban Margins: Ethnography of Education in the Indian Context. Routledge, 2021, 157 pp., ₹1925. ISBN: 9781032233413. Gunjan Sharma:《城市边缘的学校教育与抱负:印度背景下的教育民族志》。劳特利奇,2021年,157页,₹1925。ISBN: 9781032233413。
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231184169
Shivali Tukdeo
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引用次数: 0
‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi “暂时的教学”:半城市德里低收费私立学校的教学和教师身份
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231172416
Poonam Sharma
It is well known that teachers are central to education reforms and to providing high-quality instruction. The National Curriculum Framework 2005 identifies the need for professionally qualified teachers and the need to enhance the professional identity of schoolteachers. Low-fee private schools are often presented as a solution to the supposedly poor quality of education provided by government schools. Based on ethnographic fieldwork, this article examines the micro-managed context of teachers’ work in low-fee private schools in semi-urban Delhi. It illustrates ways in which curriculum and pedagogy were used to control teachers’ work and analyses these observations in the light of New Public Management discourses. This article argues that teachers strongly constructed their work as provisional and used silence and exit as a way to cope within the highly regulated work environments of the school.
众所周知,教师是教育改革和提供高质量教学的核心。《2005年国家课程框架》确定了对专业合格教师的需求和提高学校教师的专业认同的需求。收费低廉的私立学校通常被认为是解决公立学校教育质量低劣问题的一种办法。基于民族志田野调查,本文考察了半城市德里低收费私立学校教师工作的微观管理背景。它说明了课程和教学法被用来控制教师工作的方式,并根据新公共管理话语分析了这些观察结果。本文认为,教师强烈地将他们的工作构建为临时的,并使用沉默和退出作为应对学校高度规范的工作环境的一种方式。
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引用次数: 0
Md Aftab Alam, Everyday Life at a Minority School: An Ethnographic Study. AlterNotes Press, 2021, 187 pp., ₹700. ISBN: 9788194993186 (Hardback). 阿夫塔布·阿拉姆,《少数民族学校的日常生活:民族志研究》。AlterNotes出版社,2021,187页。,₹700.国际标准书号:9788194993186(精装本)。
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231180359
J. Dalal
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引用次数: 0
Keeping it Complex: Resisting Simplistic Framings of Educational Discourse and Practice 保持它的复杂性:抵制简单化的教育话语和实践框架
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231188402
S. Menon
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引用次数: 0
Disha Nawani, Nandini Manjrekar, Rashmi Paliwal and Ruchi Shewade (Eds.), Reflections on Educational Practice
Q3 Social Sciences Pub Date : 2023-07-01 DOI: 10.1177/09731849231177767
Karthik Venkatesh
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引用次数: 0
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Contemporary Education Dialogue
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