Pub Date : 2021-05-10DOI: 10.1177/09731849211012290
A. Singh, Hari Narayanan V.
This study seeks to argue that the embodied approach to cognition provides a comprehensive theoretical framework to revise some of our educational practices. Any educational activity presupposes some underlying assumption about human nature. Current dominant mainstream educational set-up is based upon disembodied accounts of the human mind, which creates a rift between learners and their environment. It results in exam-oriented and achievement-based learning which is not conducive for the development of critical thinking and exploratory mindset among children. On the other hand, an embodied approach stresses the role of the full body and the rest of the environment in the learning process, and this is of immense relevance to devise better pedagogical practices. In this study, we shall try to explain how embodiment can help reduce the psychological gap between the learner and the environment, thereby making education more integrated and inherently meaningful.
{"title":"Embodied Education: A Pathway Towards More Integrated Learning","authors":"A. Singh, Hari Narayanan V.","doi":"10.1177/09731849211012290","DOIUrl":"https://doi.org/10.1177/09731849211012290","url":null,"abstract":"This study seeks to argue that the embodied approach to cognition provides a comprehensive theoretical framework to revise some of our educational practices. Any educational activity presupposes some underlying assumption about human nature. Current dominant mainstream educational set-up is based upon disembodied accounts of the human mind, which creates a rift between learners and their environment. It results in exam-oriented and achievement-based learning which is not conducive for the development of critical thinking and exploratory mindset among children. On the other hand, an embodied approach stresses the role of the full body and the rest of the environment in the learning process, and this is of immense relevance to devise better pedagogical practices. In this study, we shall try to explain how embodiment can help reduce the psychological gap between the learner and the environment, thereby making education more integrated and inherently meaningful.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"202 - 225"},"PeriodicalIF":0.0,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211012290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715086","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 : 2021-04-19DOI: 10.1177/09731849211007054
A. Jasrotia, S. Srivastava
The current study explores the multifaceted and entwined structure of constraints and spaces of the possibilities of moving ahead among the Dooms of Jammu, India, where the possibilities of upward mobility through education as a means have been observed. Interviews and detailed case study were done with eight cases. Four overlapping super-ordinate themes developed during the course of study: (a) challenges of different generation learners, (b) lack of different forms of capital, (c) dis-identification from own and emulating others and (d) mushrooming of hybrid and mimic generation. The participants experienced the very process of change and continuity through education in their lives. It is observed that education helped in converting the morphology of their existing structure. Each of the interviewee has some exclusive experiences to share, offering significant insights into their lives, struggles and their conditions. The results indicate that the first-generation learners have to face many obstacles. The study concludes that education gives better results under certain circumstances. The chances of low caste children performing better are higher if the educational institutions run with mixed batches with students belonging to all the sections of the society.
{"title":"Education as the Medium of Upward Mobility: The Case of Dooms of Jammu","authors":"A. Jasrotia, S. Srivastava","doi":"10.1177/09731849211007054","DOIUrl":"https://doi.org/10.1177/09731849211007054","url":null,"abstract":"The current study explores the multifaceted and entwined structure of constraints and spaces of the possibilities of moving ahead among the Dooms of Jammu, India, where the possibilities of upward mobility through education as a means have been observed. Interviews and detailed case study were done with eight cases. Four overlapping super-ordinate themes developed during the course of study: (a) challenges of different generation learners, (b) lack of different forms of capital, (c) dis-identification from own and emulating others and (d) mushrooming of hybrid and mimic generation. The participants experienced the very process of change and continuity through education in their lives. It is observed that education helped in converting the morphology of their existing structure. Each of the interviewee has some exclusive experiences to share, offering significant insights into their lives, struggles and their conditions. The results indicate that the first-generation learners have to face many obstacles. The study concludes that education gives better results under certain circumstances. The chances of low caste children performing better are higher if the educational institutions run with mixed batches with students belonging to all the sections of the society.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"186 - 201"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211007054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43452718","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 : 2021-03-25DOI: 10.1177/09731849211000180
Sindhu Mathai
‘Theory’ may refer to a system of ideas, principles or frameworks which are overarching, and serve as an anchor to understand and generalise about particular instances and experiences. It also provides conceptual and analytical frameworks which govern the ways in which questions are asked, the research methodologies and methods we choose, as well as writing practices. While the ‘doing of research’ often takes precedence over foregrounding our theoretical underpinnings, it is meaningful to understand where our ideas come from, whether current or past, and how these considerations contribute to what we deem ‘research worthy’. Often researchers explicitly refer to theory in the form of a conceptual framework at the time of devising research questions. However, it is also instructive to think about the whole process of research inquiry as necessarily involving theory of some kind. Assumptions in the research process are implicit. They draw from the canons of disciplines—their preferred methods, conventions and writing styles. As novice researchers, enculturated into these ways of thinking, it is difficult to shift the frame to other ways of thinking, doing and writing. Often the doing of research takes precedence over examining our philosophical leanings. Dominant
{"title":"The Good, the Popular and the Bad: Different Shades of ‘Theory’ Use in Educational Research","authors":"Sindhu Mathai","doi":"10.1177/09731849211000180","DOIUrl":"https://doi.org/10.1177/09731849211000180","url":null,"abstract":"‘Theory’ may refer to a system of ideas, principles or frameworks which are overarching, and serve as an anchor to understand and generalise about particular instances and experiences. It also provides conceptual and analytical frameworks which govern the ways in which questions are asked, the research methodologies and methods we choose, as well as writing practices. While the ‘doing of research’ often takes precedence over foregrounding our theoretical underpinnings, it is meaningful to understand where our ideas come from, whether current or past, and how these considerations contribute to what we deem ‘research worthy’. Often researchers explicitly refer to theory in the form of a conceptual framework at the time of devising research questions. However, it is also instructive to think about the whole process of research inquiry as necessarily involving theory of some kind. Assumptions in the research process are implicit. They draw from the canons of disciplines—their preferred methods, conventions and writing styles. As novice researchers, enculturated into these ways of thinking, it is difficult to shift the frame to other ways of thinking, doing and writing. Often the doing of research takes precedence over examining our philosophical leanings. Dominant","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"250 - 258"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/09731849211000180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42990026","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 : 2021-01-01DOI: 10.1177/0973184920973939
Bilal Kaloo
{"title":"Shivali Tukdeo, India Goes to School: Education Policy and Cultural Politics","authors":"Bilal Kaloo","doi":"10.1177/0973184920973939","DOIUrl":"https://doi.org/10.1177/0973184920973939","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"157 - 161"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920973939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45313193","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 : 2021-01-01DOI: 10.1177/0973184920968410
A. Rao
{"title":"Rama Kant Agnihotri, Mahendra Kishore Verma and Vandana Puri (Eds.), Language and Identity: Selected Papers of Robert B. Le Page","authors":"A. Rao","doi":"10.1177/0973184920968410","DOIUrl":"https://doi.org/10.1177/0973184920968410","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"148 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920968410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41487646","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 : 2021-01-01DOI: 10.1177/0973184920984517
Meghna Nag Chowdhuri
For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
{"title":"Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi","authors":"Meghna Nag Chowdhuri","doi":"10.1177/0973184920984517","DOIUrl":"https://doi.org/10.1177/0973184920984517","url":null,"abstract":"For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"117 - 147"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920984517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382741","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 : 2021-01-01DOI: 10.1177/0973184920977557
M. Majumdar, R. Mukhopadhyay, Baidehi Das
Drawing on field-based research in selected government-run and private preschool centres in three selected districts of the Indian state of West Bengal, this article makes four basic arguments. First, there is a need to both defend public provisioning of early childhood education for equity goals and demand its major improvement on quality grounds. Second, an early start to education often turns out to be an unfitting start, as it already mimics a full school with its excessive focus on formal instruction and readiness for competition. Third, to assess early-years learning, therefore, we need to focus on children’s cognitive diversity rather than taking a restrictive and test-centric view of cognition. Fourth, we need a democratic framework of thought to collectively address some of these vexed issues and re-examine our current imagination of education, even preschool education, as a race.
{"title":"Preschooling in India: Readying Children for a Race?","authors":"M. Majumdar, R. Mukhopadhyay, Baidehi Das","doi":"10.1177/0973184920977557","DOIUrl":"https://doi.org/10.1177/0973184920977557","url":null,"abstract":"Drawing on field-based research in selected government-run and private preschool centres in three selected districts of the Indian state of West Bengal, this article makes four basic arguments. First, there is a need to both defend public provisioning of early childhood education for equity goals and demand its major improvement on quality grounds. Second, an early start to education often turns out to be an unfitting start, as it already mimics a full school with its excessive focus on formal instruction and readiness for competition. Third, to assess early-years learning, therefore, we need to focus on children’s cognitive diversity rather than taking a restrictive and test-centric view of cognition. Fourth, we need a democratic framework of thought to collectively address some of these vexed issues and re-examine our current imagination of education, even preschool education, as a race.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"90 - 116"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920977557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49035821","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 : 2020-12-15DOI: 10.1177/0973184920976433
Samta Jain, M. Lall, Anviti Singh
COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, and pedagogical skills gap. Between 29 April 2020, and 29 May 2020, an online survey was administered to 550 Delhi and National Capital Region (NCR) teachers, of which 288 responded. The data show that the inequalities between private schools and government schools are sharpened by the move to online education. This is compounded by the fact that students from economically weaker sections of society have become hard to reach, and teachers do not know how to support hard-to-reach students who are also severely affected by the pandemic. The data also show that teachers have not been trained in online pedagogies. Ed-Tech companies have been stepping in, presenting themselves as a panacea to the problem with further consequences to teachers’ profession, standing, and livelihoods. However, Ed-Tech solutions are not relevant for hard-to-reach students or teachers in schools that serve hard-to-reach communities. The article first presents the voices of teachers affected by the pandemic and then critically examines the role of Ed-Tech companies, which pertain to fill the online pedagogical gap.
{"title":"Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?","authors":"Samta Jain, M. Lall, Anviti Singh","doi":"10.1177/0973184920976433","DOIUrl":"https://doi.org/10.1177/0973184920976433","url":null,"abstract":"COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, and pedagogical skills gap. Between 29 April 2020, and 29 May 2020, an online survey was administered to 550 Delhi and National Capital Region (NCR) teachers, of which 288 responded. The data show that the inequalities between private schools and government schools are sharpened by the move to online education. This is compounded by the fact that students from economically weaker sections of society have become hard to reach, and teachers do not know how to support hard-to-reach students who are also severely affected by the pandemic. The data also show that teachers have not been trained in online pedagogies. Ed-Tech companies have been stepping in, presenting themselves as a panacea to the problem with further consequences to teachers’ profession, standing, and livelihoods. However, Ed-Tech solutions are not relevant for hard-to-reach students or teachers in schools that serve hard-to-reach communities. The article first presents the voices of teachers affected by the pandemic and then critically examines the role of Ed-Tech companies, which pertain to fill the online pedagogical gap.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"18 1","pages":"58 - 89"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920976433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45209905","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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