Pub Date : 2020-07-01DOI: 10.1177/0973184920923226
Bindu R Thirumalai
{"title":"S. Giridhar, Ordinary people, extraordinary teachers. The heroes of real India","authors":"Bindu R Thirumalai","doi":"10.1177/0973184920923226","DOIUrl":"https://doi.org/10.1177/0973184920923226","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"251 - 255"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920923226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45523012","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 : 2020-01-01DOI: 10.1177/0973184919890459
Ananya Pathak
be it now or earlier, which decides what knowledge is worth transmitting. The author does not mince words when describing the current state of Indian politics and its effects on education, namely the dominance of what he calls Hindu nationalist historiography. In Ten Lectures, the writer has demonstrated his ability to weave together philosophy with practice. The style is conversational, liberally interspersed with accessible examples. However, there is a tendency towards narrating anecdotes, a strategy that engages listeners during lectures but when used too often is distracting for readers. Even with these drawbacks, students of sociology who are interested in education and those in the field of education who wish to question the norm will find it useful. The book was written about two years ago and in the course of these two years, several of the issues raised in the book such as religious nationalism or gap between skill and liberal education have become starker. Education is often based on promoting conformity, consensus and avoiding conflict. In its extreme form today, it has reached a point where any sort of questioning is labelled ‘anti-national’, where space is not given to repressed sections. The book warns that this attitude is not exclusive to the dominant ideology today, it is a trap in which other ideologies have fallen before and continue to fall; we need to ask ourselves why it is so if we want to move towards an enlightened society.
{"title":"Book Review: Anandita Mukhopadhyay, Children’s Games Adults Gambit: From Vidyasagar to Satyajit Ray","authors":"Ananya Pathak","doi":"10.1177/0973184919890459","DOIUrl":"https://doi.org/10.1177/0973184919890459","url":null,"abstract":"be it now or earlier, which decides what knowledge is worth transmitting. The author does not mince words when describing the current state of Indian politics and its effects on education, namely the dominance of what he calls Hindu nationalist historiography. In Ten Lectures, the writer has demonstrated his ability to weave together philosophy with practice. The style is conversational, liberally interspersed with accessible examples. However, there is a tendency towards narrating anecdotes, a strategy that engages listeners during lectures but when used too often is distracting for readers. Even with these drawbacks, students of sociology who are interested in education and those in the field of education who wish to question the norm will find it useful. The book was written about two years ago and in the course of these two years, several of the issues raised in the book such as religious nationalism or gap between skill and liberal education have become starker. Education is often based on promoting conformity, consensus and avoiding conflict. In its extreme form today, it has reached a point where any sort of questioning is labelled ‘anti-national’, where space is not given to repressed sections. The book warns that this attitude is not exclusive to the dominant ideology today, it is a trap in which other ideologies have fallen before and continue to fall; we need to ask ourselves why it is so if we want to move towards an enlightened society.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"100 - 104"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184919890459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48204294","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 : 2020-01-01DOI: 10.1177/0973184919890461
Preeti Mishra
Without a doubt, this volume is something of a first. No book has traversed the ground that this one has. The educational market has existed for a while in India with no one casting a critical eye at it. James Tooley’s work which is perhaps the only other research which has delved into this area has only lauded the work of low-fee private schools on the basis of questionable assumptions and conclusions. In any case, no book has attempted to package the theoretical and the empirical into a single volume. This volume has, therefore, deeply enriched the nature of prevalent educational discourse. It has also opened up a number of avenues for further research and also enabled new ‘ways of looking’ at the current scenario.
{"title":"Book Review: Avijit Pathak, Ten Lectures on Education: Pedagogic and Sociological Sensibilities","authors":"Preeti Mishra","doi":"10.1177/0973184919890461","DOIUrl":"https://doi.org/10.1177/0973184919890461","url":null,"abstract":"Without a doubt, this volume is something of a first. No book has traversed the ground that this one has. The educational market has existed for a while in India with no one casting a critical eye at it. James Tooley’s work which is perhaps the only other research which has delved into this area has only lauded the work of low-fee private schools on the basis of questionable assumptions and conclusions. In any case, no book has attempted to package the theoretical and the empirical into a single volume. This volume has, therefore, deeply enriched the nature of prevalent educational discourse. It has also opened up a number of avenues for further research and also enabled new ‘ways of looking’ at the current scenario.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"100 - 96"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184919890461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48580628","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 : 2020-01-01DOI: 10.1177/0973184919889822
S. K
{"title":"Failure by Design: A Story of Mistrust and Murder from Chhattisgarh","authors":"S. K","doi":"10.1177/0973184919889822","DOIUrl":"https://doi.org/10.1177/0973184919889822","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"105 - 112"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184919889822","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45663581","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 : 2020-01-01DOI: 10.1177/0973184919885485
Shalini Punjabi
Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.
{"title":"Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi","authors":"Shalini Punjabi","doi":"10.1177/0973184919885485","DOIUrl":"https://doi.org/10.1177/0973184919885485","url":null,"abstract":"Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"14 - 44"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184919885485","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558422","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 : 2020-01-01DOI: 10.1177/0973184919890460
K. Venkatesh
{"title":"Book Review: Manish Jain, Archana Mehendale, Rahul Mukhopadhyay, Padma M. Sarangapani and Christopher Winch (Eds.), School Education in India: Market, State and Quality","authors":"K. Venkatesh","doi":"10.1177/0973184919890460","DOIUrl":"https://doi.org/10.1177/0973184919890460","url":null,"abstract":"","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"92 - 96"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184919890460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42912415","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 : 2020-01-01DOI: 10.1177/0973184919882795
Aashti Salman
This article aims to understand the reasons and experiences which contribute to dropout among Muslims in India at the secondary school level (grades IX–XII). The focus of this article is low-income Muslim men, who have left school at the secondary level, in a predominantly Muslim neighbourhood of Jamia Nagar, Delhi. The context of this article is set by the seminal Sachar Committee Report which highlights the educational disadvantages of Muslims, categorising their school dropout rates as ‘worrisome’. The findings of this article are partially consistent with previous research. In the final instance, the Muslim men in Jamia Nagar linked their school leaving to their personal failure: in terms of their inability to maintain interest in studies/failing to clear a grade. There was a strong value attached to hard work, which men felt they lacked, and this was cited as the reason for their personal failure in school. In the process of constructing this narrative, family experiences were downplayed. School experiences were singled out by men as not affecting their decision to drop out. Another striking finding of this study is the relationship between self-employment and the decision to drop out.
{"title":"‘I Failed to Work Hard’: Reasons for Secondary School Dropout among Muslim Men in Delhi","authors":"Aashti Salman","doi":"10.1177/0973184919882795","DOIUrl":"https://doi.org/10.1177/0973184919882795","url":null,"abstract":"This article aims to understand the reasons and experiences which contribute to dropout among Muslims in India at the secondary school level (grades IX–XII). The focus of this article is low-income Muslim men, who have left school at the secondary level, in a predominantly Muslim neighbourhood of Jamia Nagar, Delhi. The context of this article is set by the seminal Sachar Committee Report which highlights the educational disadvantages of Muslims, categorising their school dropout rates as ‘worrisome’. The findings of this article are partially consistent with previous research. In the final instance, the Muslim men in Jamia Nagar linked their school leaving to their personal failure: in terms of their inability to maintain interest in studies/failing to clear a grade. There was a strong value attached to hard work, which men felt they lacked, and this was cited as the reason for their personal failure in school. In the process of constructing this narrative, family experiences were downplayed. School experiences were singled out by men as not affecting their decision to drop out. Another striking finding of this study is the relationship between self-employment and the decision to drop out.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"45 - 69"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184919882795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45196661","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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