Pub Date : 2023-01-01DOI: 10.1177/09731849221148525
Shuchi Sinha
Language and literacy education has long been a site of contestation. Lisa Delpit, an African–American language and literacy educator, shook this contested site in the 1980s and 1990s through her ground-breaking book Other People’s Children: Cultural Conflicts in the Classroom, by centring the voices, discontentment and hopes of African–American communities that were emerging from their everyday lived experiences in classrooms saturated by cultures of power and norms of the privileged. In this essay, I explore why her arguments hold such deep currencies in the world we inhabit, contextualising it within her work contexts. Further on, I explore their significance and applications within the diverse contexts in which we work in India, to revisit, rethink and reimagine critical, decolonial and transformative pedagogies for India’s fractured, post-colonial, caste-centred, often patriarchal, culturally, religiously and linguistically diverse but often hegemonic landscapes.
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Pub Date : 2023-01-01DOI: 10.1177/09731849231153470
Disha Nawani
teachers selectively cover less curriculum. This is to help the students attain a minimum grade for promotion to the next class. Her research further shows that the practice of ability grouping has a psychological and social impact on students and teachers.
{"title":"In Search of a Better World: Beyond the Binaries of Action and Reflection","authors":"Disha Nawani","doi":"10.1177/09731849231153470","DOIUrl":"https://doi.org/10.1177/09731849231153470","url":null,"abstract":"teachers selectively cover less curriculum. This is to help the students attain a minimum grade for promotion to the next class. Her research further shows that the practice of ability grouping has a psychological and social impact on students and teachers.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45450617","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 : 2022-12-21DOI: 10.1177/09731849221142635
Harpreet Kaur Jass, Sabeena Khatoon
This article discusses the role of the community in the development of socio-economically marginalised children. There are several government schemes and civil society efforts for their upliftment. There is further need to critically analyse researches done with a distinct political stance which either seek to manage the marginalised or to ‘empower’ them. Such policies are simply management techniques and are not really a quest for the actual empowerment of these communities. Most of the research are carried from the perspective of a ‘deficit model’ perspective and not with an unprejudiced perspective of ‘reaching out’. The article draws from three qualitative field studies, with different settings of marginalised children in Delhi-NCR to argue for an empathy-based model for researching the underprivileged. The empirical argument is further strengthened by insights drawn from Pestalozzi and Savitri Bai Phule’s work with the community. While these action-oriented researches seek to underscore the importance of the work for marginalised sections, we also draw from Dewey’s idea of democratic education that insists upon the schools’ role and responsibility to involve marginalised sections.
本文讨论了社区在社会经济边缘化儿童发展中的作用。有几个政府计划和民间社会努力提高它们的地位。进一步需要批判性地分析以独特政治立场进行的研究，这些研究要么寻求管理边缘化者，要么寻求“赋予”他们权力。这些政策只是管理技巧，并不是真正寻求赋予这些社区实际权力。大多数研究都是从“赤字模型”的角度进行的，而不是从“伸出援手”的角度。这篇文章借鉴了三项定性的实地研究，以德里NCR边缘化儿童的不同背景，为研究弱势群体提出了一个基于同理心的模型。Pestalozzi和Savitri Bai Phule在社区工作中的见解进一步加强了实证论证。虽然这些以行动为导向的研究试图强调边缘化群体工作的重要性，但我们也借鉴了杜威的民主教育思想，即坚持学校的角色和责任，让边缘化群体参与进来。
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Pub Date : 2022-07-01DOI: 10.1177/09731849221109107
Mythili Ramchand
Raman, V. (2000). Politics of childhood: Perspectives from the South. Economic and Political Weekly, 35(46), 4055–4064. Romani, S. (2016). Being NGO girls: Gender, subjectivities, and everyday life in Kolkata. Gender, Place & Culture, 23(3), 365–380. https://doi.org/10.10 80/0966369X.2015.1013446 Saraswathi, T. S., Menon, S., & Madan, A. (2017). Childhoods in India: Traditions, trends and transformations. Taylor & Francis. Sinervo, A., & Cheney, K. (2019). NGO economies of affect: Humanitarianism and childhood in contemporary and historical perspective. In Cheney, K. Sinervo, A. (Eds.), Disadvantaged childhoods and humanitarian intervention: Processes of affective commodification and objectification (pp. 1–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-01623-4_1 Vasanta, D. (2004). Childhood, work and schooling: Some reflections. Contemporary Education Dialogue, 2(1), 5–29. https://doi.org/10.1177/097318490400200102
{"title":"N. Mythili, Women in School Leadership. SAGE Publications, 2019, 260 pages, ₹850.00. ISBN: 9789353283780 (Hardback)","authors":"Mythili Ramchand","doi":"10.1177/09731849221109107","DOIUrl":"https://doi.org/10.1177/09731849221109107","url":null,"abstract":"Raman, V. (2000). Politics of childhood: Perspectives from the South. Economic and Political Weekly, 35(46), 4055–4064. Romani, S. (2016). Being NGO girls: Gender, subjectivities, and everyday life in Kolkata. Gender, Place & Culture, 23(3), 365–380. https://doi.org/10.10 80/0966369X.2015.1013446 Saraswathi, T. S., Menon, S., & Madan, A. (2017). Childhoods in India: Traditions, trends and transformations. Taylor & Francis. Sinervo, A., & Cheney, K. (2019). NGO economies of affect: Humanitarianism and childhood in contemporary and historical perspective. In Cheney, K. Sinervo, A. (Eds.), Disadvantaged childhoods and humanitarian intervention: Processes of affective commodification and objectification (pp. 1–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-01623-4_1 Vasanta, D. (2004). Childhood, work and schooling: Some reflections. Contemporary Education Dialogue, 2(1), 5–29. https://doi.org/10.1177/097318490400200102","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47760608","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 : 2022-07-01DOI: 10.1177/09731849221083737
V. Rajan
{"title":"Annie McCarthy, Children and NGOs in India: Development as Storytelling and Performance. New Delhi: Routledge, 2021. x+182 pages, ₹11,782. ISBN: 9780367561758 (Hardback)","authors":"V. Rajan","doi":"10.1177/09731849221083737","DOIUrl":"https://doi.org/10.1177/09731849221083737","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946633","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 : 2022-07-01DOI: 10.1177/09731849221109098
Suhail Ahmed
Narayan, D., & Petesch, P. (2007). Moving out of poverty: Cross-disciplinary perspectives on mobility (Vol. 1). World Bank and Palgrave Macmillan. Ridgeway, C. (2001). Gender, status, and leadership. Journal of Social Issues, 57(4), 637–655. Storberg-Walker, J., & Madsen, S. (2017). The women and leadership theory [Report]. George Washington University. https://www.usu.edu/uwlp/files/ wlthinktankreport2015.pdf
{"title":"Jana Tschurenev, Empire, Civil Society, and the Beginnings of Colonial Education in India. Cambridge University Press, 2019, xiv + 374 pages, US$120. ISBN: 9781108498333 (Hardback)","authors":"Suhail Ahmed","doi":"10.1177/09731849221109098","DOIUrl":"https://doi.org/10.1177/09731849221109098","url":null,"abstract":"Narayan, D., & Petesch, P. (2007). Moving out of poverty: Cross-disciplinary perspectives on mobility (Vol. 1). World Bank and Palgrave Macmillan. Ridgeway, C. (2001). Gender, status, and leadership. Journal of Social Issues, 57(4), 637–655. Storberg-Walker, J., & Madsen, S. (2017). The women and leadership theory [Report]. George Washington University. https://www.usu.edu/uwlp/files/ wlthinktankreport2015.pdf","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41978654","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 : 2022-07-01DOI: 10.1177/09731849221109112
S. Menon, Pallavi
Multilingual education is an urgent and pressing concern in the Indian educational scenario. While the National Education Policy (2020) acknowledges multilingualism as a resource in educational contexts and reiterates earlier policies calling for mother tongue-based education in elementary classrooms, it does not provide guidance in terms of how to productively accommodate multiple languages in the classroom. Multilingual education will be much stronger if it is based on a strong understanding of multilinguality—the idea that the human mind is fundamentally multilingual in nature. A new, but substantial paradigm of scholarship addressing multilinguality is that of ‘translanguaging’, which views named languages as socio-political constructs and argues that multilinguals have a unified linguistic repertoire that they flexibly, creatively and adaptively draw upon. Accepting the grounding assumptions of translanguaging would has important implications for curriculum, pedagogy and assessment in educational spaces. In this article, we describe and critique the translanguaging perspective, even while acknowledging its positive contributions. We point out, especially its failure to provide guidance in terms of how to productively accommodate translanguaging in classrooms.
{"title":"Beyond Named Languages: A Step Too Far?","authors":"S. Menon, Pallavi","doi":"10.1177/09731849221109112","DOIUrl":"https://doi.org/10.1177/09731849221109112","url":null,"abstract":"Multilingual education is an urgent and pressing concern in the Indian educational scenario. While the National Education Policy (2020) acknowledges multilingualism as a resource in educational contexts and reiterates earlier policies calling for mother tongue-based education in elementary classrooms, it does not provide guidance in terms of how to productively accommodate multiple languages in the classroom. Multilingual education will be much stronger if it is based on a strong understanding of multilinguality—the idea that the human mind is fundamentally multilingual in nature. A new, but substantial paradigm of scholarship addressing multilinguality is that of ‘translanguaging’, which views named languages as socio-political constructs and argues that multilinguals have a unified linguistic repertoire that they flexibly, creatively and adaptively draw upon. Accepting the grounding assumptions of translanguaging would has important implications for curriculum, pedagogy and assessment in educational spaces. In this article, we describe and critique the translanguaging perspective, even while acknowledging its positive contributions. We point out, especially its failure to provide guidance in terms of how to productively accommodate translanguaging in classrooms.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949406","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 : 2022-07-01DOI: 10.1177/09731849221109099
D. Mehrotra
{"title":"Farah Farooqi, Ek School Manager Ki Diary [Diary of a School Manager]. Eklavya, 2020, 356 pages, ₹220. ISBN: 9789387926486 (Paperback)","authors":"D. Mehrotra","doi":"10.1177/09731849221109099","DOIUrl":"https://doi.org/10.1177/09731849221109099","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659327","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 : 2022-07-01DOI: 10.1177/09731849221084139
H. Singh
All aspects of our lives, including educational access and quality, are affected by our socio-economic position. This reflective note about the author’s educational experiences describes the interlinkages of caste and education. It talks about how those experiences played an integral role in shaping the author’s beliefs about caste, reservation and merit, and made him challenge the implicit as well as explicit forms of discrimination prevalent in our society. The autobiographical sketch is anchored around the idea of ‘merit’ and the perceived non-meritoriousness of students belonging to the reserved categories (especially SC and ST). These first-hand as well as second-hand experiences of caste-based discrimination paint a contextual and grounded picture of the challenges faced by the author (and other Dalit students) in his education. The note ends with an implicit demand for dignity and the need of acknowledging the struggles of students from marginalised communities by not isolating their experiences from the sociological context that they are part of.
{"title":"A Substandard Autobiographical Sketch in Three Chapters","authors":"H. Singh","doi":"10.1177/09731849221084139","DOIUrl":"https://doi.org/10.1177/09731849221084139","url":null,"abstract":"All aspects of our lives, including educational access and quality, are affected by our socio-economic position. This reflective note about the author’s educational experiences describes the interlinkages of caste and education. It talks about how those experiences played an integral role in shaping the author’s beliefs about caste, reservation and merit, and made him challenge the implicit as well as explicit forms of discrimination prevalent in our society. The autobiographical sketch is anchored around the idea of ‘merit’ and the perceived non-meritoriousness of students belonging to the reserved categories (especially SC and ST). These first-hand as well as second-hand experiences of caste-based discrimination paint a contextual and grounded picture of the challenges faced by the author (and other Dalit students) in his education. The note ends with an implicit demand for dignity and the need of acknowledging the struggles of students from marginalised communities by not isolating their experiences from the sociological context that they are part of.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43831978","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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