Pub Date : 2023-12-03DOI: 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’.
{"title":"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","authors":"Sayantan Datta","doi":"10.1177/09731849231206226","DOIUrl":"https://doi.org/10.1177/09731849231206226","url":null,"abstract":"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’.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Yeh Toh Ulto Hi Ho Gayo! Juxtaposing Educational Discourse on Forests and Conservation with Everyday Discourses of Adivasi Communities of Central India","authors":"Aisha Kawalkar, Himanshu Srivastava, Ruchi Shevade","doi":"10.1177/09731849231213159","DOIUrl":"https://doi.org/10.1177/09731849231213159","url":null,"abstract":"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.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 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.
{"title":"Education Policy Imaginary and Crises: The Case of EdTech and the COVID-19 Crisis","authors":"Yusuf Sayed, Meera Chandran, R. Pappu","doi":"10.1177/09731849231206217","DOIUrl":"https://doi.org/10.1177/09731849231206217","url":null,"abstract":"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.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 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.
{"title":"The Canvas of Science Education","authors":"Abhijeet Bardapurkar","doi":"10.1177/09731849231166267","DOIUrl":"https://doi.org/10.1177/09731849231166267","url":null,"abstract":"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.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45784174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/09731849231184169
Shivali Tukdeo
{"title":"Gunjan Sharma, Schooling and Aspirations in the Urban Margins: Ethnography of Education in the Indian Context. Routledge, 2021, 157 pp., ₹1925. ISBN: 9781032233413.","authors":"Shivali Tukdeo","doi":"10.1177/09731849231184169","DOIUrl":"https://doi.org/10.1177/09731849231184169","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47833605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 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.
{"title":"‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi","authors":"Poonam Sharma","doi":"10.1177/09731849231172416","DOIUrl":"https://doi.org/10.1177/09731849231172416","url":null,"abstract":"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.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48283461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/09731849231188402
S. Menon
{"title":"Keeping it Complex: Resisting Simplistic Framings of Educational Discourse and Practice","authors":"S. Menon","doi":"10.1177/09731849231188402","DOIUrl":"https://doi.org/10.1177/09731849231188402","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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