The discipline of education in India has developed over 150 years, beginning in the colonial period, when the British government established the first schools in the Presidencies that responded to the growth of the discipline in the West. Following Independence, the discipline’s growth has been shaped in response to education policies of successive governments, which has changed the direction of the discipline of education as a field of scholarship and practice.
Education, Teaching, and Learning brings together leading teachers, researchers, and practitioners in the field of education, whose work represent instances of significant departures in the discipline of Education in India over the last thirty years. The chapters focus on two core practices that define the discipline of education in the university: the practice of preparing teachers, and educational research as social inquiry.
Azra Razzack is Professor and former Director of the Dr K. R. Narayanan Centre for Dalit and Minorities Studies, Jamia Millia Islamia, New Delhi.
Padma M. Sarangapani is Professor, Centre of Excellence in Teacher Education, Tata Institute of Social Sciences, Mumbai.
Manish Jain is Associate Professor at the School of Education Studies, Dr B. R. Ambedkar University Delhi.
List of Abbreviations
List of Tables
Preface and Acknowledgements
1. The Discipline of Education in India and its Histories: An Introduction
Padma M. Sarangapani, Manish Jain, and Azra Razzack
Section 1. Educational Histories and Discourses
2. Nationalist Imaginations in the Colonial World: Civics and Citizen in India, c. 1920–1940
3. Discovering Germany: Indian Students in Berlin between 1914–1945
4. India’s Child-Centred Education
Padma M. Sarangapani
5. Hoshangabad Science Teaching Programme: Some Undocumented Stories
6. The Talented Student: Evolution of the Category in Post-Independence Education Policy
7. Decoding a Pedagogy of Assimilation: India’s Adivasi Education Policy and Practice
8. Whither Teachers?: Educational Reforms in the Era of Globalisation
Section 2: Cultures of Teaching and Learning
9. Modes of Learning: Some Thoughts on the Other- and Self-directed Educational Practices
10. Constructions of Sikh Masculinity and Popular Culture: A Study of Sikh Adolescent Boys
11. Education for Non-violence
12. Redefining the Role of the Teacher
13. Transformative Mentoring: Teacher, Coach, Role Model
14. ‘Schooling’ Cultures of Fear
15. Reflections of a School Functionary
Section 3: Conversations
16. Examining Education as a Field of Inquiry and a Normative Experience: A Conversation with Krishna Kumar
Notes on the Contributors