Pub Date : 2021-11-17DOI: 10.1177/09731849211056380
Emon Nandi
This article explores the link between modes of funding, governance and performance in higher education with the help of a case study involving three engineering colleges in West Bengal, India. It examines the major factors driving performances in the selected higher education institutions. It explains how the ability to adopt and implement performative policies depends on the objective functions, mode of funding and the reputation of the institutions. The findings suggest that the obsession with performance and its linkage with funding may not necessarily lead to a sustained and inclusive improvement in quality in the higher education sector. On the other hand, institutions driven by an objective of maximising prestige may ensure quality without any performative governance policies in place. The findings are contextualised in the larger debate about implementing neo-liberal policies for the improvement of quality in the higher education sector at the national and global level.
{"title":"Governance, Performance and Quality in Higher Education: Evidences from a Case Study","authors":"Emon Nandi","doi":"10.1177/09731849211056380","DOIUrl":"https://doi.org/10.1177/09731849211056380","url":null,"abstract":"This article explores the link between modes of funding, governance and performance in higher education with the help of a case study involving three engineering colleges in West Bengal, India. It examines the major factors driving performances in the selected higher education institutions. It explains how the ability to adopt and implement performative policies depends on the objective functions, mode of funding and the reputation of the institutions. The findings suggest that the obsession with performance and its linkage with funding may not necessarily lead to a sustained and inclusive improvement in quality in the higher education sector. On the other hand, institutions driven by an objective of maximising prestige may ensure quality without any performative governance policies in place. The findings are contextualised in the larger debate about implementing neo-liberal policies for the improvement of quality in the higher education sector at the national and global level.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"37 - 58"},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42502230","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 : 2021-11-11DOI: 10.1177/09731849211053180
Nidhi Gulati
This commentary navigates the oeuvre of Ariés’ writings on childhood, family, private life and death, with a focus on interrogating ‘who is a child?’ Departing from the intellectual history prevalent at the time, Ariés deployed the psychogenic approach to study the cultural history of childhood and family. He examines the quotidian experience of aesthetics and other documents of culture to reveal ‘what was thought about' viz. the mentalities’ of childhood and family spanning a vast canvas from the eleventh to the nineteenth centuries. Ariés provocatively proposes that childhood is a modern construct, highlighting that children were not always seen as precious, dependent and in need of adult protection. The magnitude of his intellectual adventure continues to be debated, particularly in childhood studies. The commentary includes an analysis of Ariés’ methods and insights about childhood that unsettle the narrow prisms that refract how we see, understand and educate children.
{"title":"Philippe Ariés, Childhood and the Everyday","authors":"Nidhi Gulati","doi":"10.1177/09731849211053180","DOIUrl":"https://doi.org/10.1177/09731849211053180","url":null,"abstract":"This commentary navigates the oeuvre of Ariés’ writings on childhood, family, private life and death, with a focus on interrogating ‘who is a child?’ Departing from the intellectual history prevalent at the time, Ariés deployed the psychogenic approach to study the cultural history of childhood and family. He examines the quotidian experience of aesthetics and other documents of culture to reveal ‘what was thought about' viz. the mentalities’ of childhood and family spanning a vast canvas from the eleventh to the nineteenth centuries. Ariés provocatively proposes that childhood is a modern construct, highlighting that children were not always seen as precious, dependent and in need of adult protection. The magnitude of his intellectual adventure continues to be debated, particularly in childhood studies. The commentary includes an analysis of Ariés’ methods and insights about childhood that unsettle the narrow prisms that refract how we see, understand and educate children.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"132 - 155"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41706848","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 : 2021-10-27DOI: 10.1177/09731849211053544
Á. M. Hypolito, Iana Gomes de Lima
The main goal of this article is to analyse the Non-Partisan School movement (EsP, or Escola sem Partido) which articulates social and political actors around a conservative agenda for education in Brazil. Based on Ball’s studies, this article analyses political governance networks using a free software, GEPHI, using a qualitative network methodology. The article analyses some relevant social actors in this conservative initiative. The research shows that the Non-Partisan School, though presented as an initiative against ideological indoctrination, is in fact the result of a strong combination of ideological, conservative and partisan interests. The article shows that EsP is a conservative agenda among other movements in the struggle for ideological hegemony in the educational field.
本文的主要目的是分析无党派学校运动（EsP，或Escola sem Partido），该运动围绕巴西保守的教育议程阐述了社会和政治行为者。基于鲍尔的研究，本文使用免费软件GEPHI，使用定性网络方法分析政治治理网络。文章分析了这一保守举措中的一些相关社会行动者。研究表明，无党派学派虽然是一种反对意识形态灌输的倡议，但实际上是意识形态、保守主义和党派利益紧密结合的结果。文章指出，在教育领域的意识形态霸权斗争中，EsP是其他运动中的一个保守议程。
{"title":"Non-Partisan School: A Conservative Education Initiative in Brazil","authors":"Á. M. Hypolito, Iana Gomes de Lima","doi":"10.1177/09731849211053544","DOIUrl":"https://doi.org/10.1177/09731849211053544","url":null,"abstract":"The main goal of this article is to analyse the Non-Partisan School movement (EsP, or Escola sem Partido) which articulates social and political actors around a conservative agenda for education in Brazil. Based on Ball’s studies, this article analyses political governance networks using a free software, GEPHI, using a qualitative network methodology. The article analyses some relevant social actors in this conservative initiative. The research shows that the Non-Partisan School, though presented as an initiative against ideological indoctrination, is in fact the result of a strong combination of ideological, conservative and partisan interests. The article shows that EsP is a conservative agenda among other movements in the struggle for ideological hegemony in the educational field.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"59 - 83"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43241088","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 : 2021-10-24DOI: 10.1177/09731849211049851
Navarupa Bhuyan, Nirmali Goswami
In South Asian societies, nationalist projects have often relied on cultural symbols drawn from varied native traditions for their legitimacy claims. In a multi-ethnic society like India, with a multitude of narratives about collective pasts, it becomes difficult for such projects to achieve a multi-symbol congruence that is deemed necessary. The schools are key sites where such complex interplay of the production of locality (region) and national identity can be examined. Schools located in the state of Assam afford a vantage point to examine the vexed relation between the national and the regional imaginaries. The article draws on materials collected from a school affiliated to the Vidya Bharati Trust located in Assam. The Trust and the schools run by it have been extensively examined for their focus on promoting a certain ideology of nationalism which is based on the cultural supremacy of Hindu symbols. However, the branches of such schools in Assam carry a distinct regional character in their endorsement of regional icons and of Assamese language. This article examines the dynamics of nation, religion and region within educational spaces in the deployment of visual images and in the curricular materials used in a school named after Sankardeva.
{"title":"Of Sankardeva, Sanskrit and Saraswati: The Interplay of the Regional and the National Symbols in a School in Assam","authors":"Navarupa Bhuyan, Nirmali Goswami","doi":"10.1177/09731849211049851","DOIUrl":"https://doi.org/10.1177/09731849211049851","url":null,"abstract":"In South Asian societies, nationalist projects have often relied on cultural symbols drawn from varied native traditions for their legitimacy claims. In a multi-ethnic society like India, with a multitude of narratives about collective pasts, it becomes difficult for such projects to achieve a multi-symbol congruence that is deemed necessary. The schools are key sites where such complex interplay of the production of locality (region) and national identity can be examined. Schools located in the state of Assam afford a vantage point to examine the vexed relation between the national and the regional imaginaries. The article draws on materials collected from a school affiliated to the Vidya Bharati Trust located in Assam. The Trust and the schools run by it have been extensively examined for their focus on promoting a certain ideology of nationalism which is based on the cultural supremacy of Hindu symbols. However, the branches of such schools in Assam carry a distinct regional character in their endorsement of regional icons and of Assamese language. This article examines the dynamics of nation, religion and region within educational spaces in the deployment of visual images and in the curricular materials used in a school named after Sankardeva.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"16 - 36"},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48545784","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 : 2021-10-22DOI: 10.1177/09731849211049850
Vardini M. Sukumar
The experiences of people from marginalised communities have always been different in all shared social spaces. This article attempts to unpack the experiences of children from marginalised Boom Boom Maatukarar community of Tamil Nadu inside the classroom. It sheds light on the stigma and discrimination faced by children from this community in order to access school and attain education, which is supposed to have an equalising effect on unequal societies. It also explores the power of stigma and how it acts as an abstract and concrete factor that affects the life and experiences of children from this community.
{"title":"Begging and Stigma: Life and Experiences of Children From the Boom Boom Maatukarar Community in Tamil Nadu","authors":"Vardini M. Sukumar","doi":"10.1177/09731849211049850","DOIUrl":"https://doi.org/10.1177/09731849211049850","url":null,"abstract":"The experiences of people from marginalised communities have always been different in all shared social spaces. This article attempts to unpack the experiences of children from marginalised Boom Boom Maatukarar community of Tamil Nadu inside the classroom. It sheds light on the stigma and discrimination faced by children from this community in order to access school and attain education, which is supposed to have an equalising effect on unequal societies. It also explores the power of stigma and how it acts as an abstract and concrete factor that affects the life and experiences of children from this community.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"180 - 187"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46630544","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 : 2021-07-01DOI: 10.1177/09731849211022143
Farida Khan
When the January 2021 issue of the Contemporary Education Dialogue appeared, the pandemic in India seemed somewhat under control, numbers were going down and the rollout of vaccines was being announced. A confident Indian Prime Minister went on to announce at the World Economic Forum that ‘a country that is home to 18% of the world’s population, that country has saved the humanity from a big disaster by containing the Corona effectively’. The disaster was looming and in a couple of months, a second deadlier wave started to sweep the country and has escalated to unimaginable levels, erupting in a national catastrophe. ‘It’s hard to convey the full depth and the range of the trauma, the chaos and the indignity of what people are being subjected to’ writes Arundhati Roy (2021) in an article in The Guardian on 28 April, calling it ‘a crime against humanity’. Across the country,
{"title":"Editorial","authors":"Farida Khan","doi":"10.1177/09731849211022143","DOIUrl":"https://doi.org/10.1177/09731849211022143","url":null,"abstract":"When the January 2021 issue of the Contemporary Education Dialogue appeared, the pandemic in India seemed somewhat under control, numbers were going down and the rollout of vaccines was being announced. A confident Indian Prime Minister went on to announce at the World Economic Forum that ‘a country that is home to 18% of the world’s population, that country has saved the humanity from a big disaster by containing the Corona effectively’. The disaster was looming and in a couple of months, a second deadlier wave started to sweep the country and has escalated to unimaginable levels, erupting in a national catastrophe. ‘It’s hard to convey the full depth and the range of the trauma, the chaos and the indignity of what people are being subjected to’ writes Arundhati Roy (2021) in an article in The Guardian on 28 April, calling it ‘a crime against humanity’. Across the country,","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"179 - 185"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211022143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46461059","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 : 2021-07-01DOI: 10.1177/09731849211009980
Sunita Singh
Among the disciplines in the school curriculum, History is the one where the (meta) concepts of explanation, truth and evidence are crucial and yet, these very concepts are the ones often found missing in educational discourses in general. Sam Wineburg’s book is a good guide to everyone who is serious about learning the value of explanation and truth in the history education. Not just history educators and teachers, everyone who cares about education—particularly when the enormity of virtual access to diverse ideas and practices is dazzling—will find this insightful book useful. The days when discipline is often missing in the humbug of inter-disciplinarity, when the intent and worth of an action is lost in the flurry of school activities, when determining meaning gets increasingly difficult, are the days where books like Wineburg’s have a potential to turn educators to education.
{"title":"Shailaja Menon, Shuchi Sinha, Harshita Das and Akhila Paydah (Eds.), Early Literacy Initiative, Practitioner Brief Booklets and Resource Books","authors":"Sunita Singh","doi":"10.1177/09731849211009980","DOIUrl":"https://doi.org/10.1177/09731849211009980","url":null,"abstract":"Among the disciplines in the school curriculum, History is the one where the (meta) concepts of explanation, truth and evidence are crucial and yet, these very concepts are the ones often found missing in educational discourses in general. Sam Wineburg’s book is a good guide to everyone who is serious about learning the value of explanation and truth in the history education. Not just history educators and teachers, everyone who cares about education—particularly when the enormity of virtual access to diverse ideas and practices is dazzling—will find this insightful book useful. The days when discipline is often missing in the humbug of inter-disciplinarity, when the intent and worth of an action is lost in the flurry of school activities, when determining meaning gets increasingly difficult, are the days where books like Wineburg’s have a potential to turn educators to education.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"238 - 244"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211009980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42591512","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 : 2021-07-01DOI: 10.1177/09731849211009637
Abhijeet Bardapurkar
{"title":"Wineburg, S. Why Learn History (When it’s Already on Your Phone)","authors":"Abhijeet Bardapurkar","doi":"10.1177/09731849211009637","DOIUrl":"https://doi.org/10.1177/09731849211009637","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"232 - 238"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211009637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47389315","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 : 2021-07-01DOI: 10.1177/09731849211009981
R. Bhatia
Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. Government of India. (2009). Right of children to free and compulsory education act. Ministry of Law and Justice. Government of India. (2013). The national early childhood care and education policy. Ministry of Women and Child Development. Government of India. (2014). Padhe Bharat Bhade Bharat: Early reading and writing with comprehension & early mathematics program. MHRD. https:// www.education.gov.in/sites/upload_files/mhrd/files/upload_document/ Padhe-Bharat-Badhe-Bharat.pdf Government of India. (2020). National education policy. Ministry of Human Resource Development. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge University Press. Lankshear, C., & Knobel, M. (2007). Sampling the ‘new’ in new literacies. In Knobel, M., & Lankshear, C. (Eds.), A new literacies sampler (Vol. 29, pp. 1–24). Peter Lang. Moll, L. C. (Ed.). (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press. Perry, K. H. (2012). What is literacy? A critical overview of sociocultural perspectives. Journal of Language and Literacy Education, 8(1), 50–71. Singh, S. (2019). Language literacy and bilingualism in the early years. In Kaul, V., & Bhattarjea, S. (Eds.), Early childhood education and school readiness in India (pp. 153–171). Springer.
{"title":"Kamala V. Mukunda, What Did You Ask at School Today? A Handbook of Child Learning: Book 2","authors":"R. Bhatia","doi":"10.1177/09731849211009981","DOIUrl":"https://doi.org/10.1177/09731849211009981","url":null,"abstract":"Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. Government of India. (2009). Right of children to free and compulsory education act. Ministry of Law and Justice. Government of India. (2013). The national early childhood care and education policy. Ministry of Women and Child Development. Government of India. (2014). Padhe Bharat Bhade Bharat: Early reading and writing with comprehension & early mathematics program. MHRD. https:// www.education.gov.in/sites/upload_files/mhrd/files/upload_document/ Padhe-Bharat-Badhe-Bharat.pdf Government of India. (2020). National education policy. Ministry of Human Resource Development. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge University Press. Lankshear, C., & Knobel, M. (2007). Sampling the ‘new’ in new literacies. In Knobel, M., & Lankshear, C. (Eds.), A new literacies sampler (Vol. 29, pp. 1–24). Peter Lang. Moll, L. C. (Ed.). (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press. Perry, K. H. (2012). What is literacy? A critical overview of sociocultural perspectives. Journal of Language and Literacy Education, 8(1), 50–71. Singh, S. (2019). Language literacy and bilingualism in the early years. In Kaul, V., & Bhattarjea, S. (Eds.), Early childhood education and school readiness in India (pp. 153–171). Springer.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"244 - 249"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211009981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647331","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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