Education, Teaching, and Learning: Discourses, Cultures, and Conversations
Azra Razzack, Padma M. Sarangapani, and Manish Jain
140 x 216 mm
Year of Publishing
Territorial Rights
Orient BlackSwan

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.

The book examines how educational policy and discourse have

  • defined talent, pedagogy, curricular reforms, and the construction of gender in education;
  • the need to recover and reinstate child-centred education in India and the importance of innovative methods of teaching;
  • also studies the role of the teacher and teacher agency; and
  • challenges the notion of school as a space which has the good of the child at heart.

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
Manish Jain

3. Discovering Germany: Indian Students in Berlin between 1914–1945
Joachim Oesterheld

4. India’s Child-Centred Education
Padma M. Sarangapani

5. Hoshangabad Science Teaching Programme: Some Undocumented Stories
Sadhna Saxena

6. The Talented Student: Evolution of the Category in Post-Independence Education Policy
Rachel Philip

7. Decoding a Pedagogy of Assimilation: India’s Adivasi Education Policy and Practice
Malvika Gupta

8. Whither Teachers?: Educational Reforms in the Era of Globalisation
Manisha Priyam

Section 2: Cultures of Teaching and Learning

9. Modes of Learning: Some Thoughts on the Other- and Self-directed Educational Practices
Mohammad Talib

10. Constructions of Sikh Masculinity and Popular Culture: A Study of Sikh Adolescent Boys
Prabhjyot Kaur

11. Education for Non-violence
Nidhi Gaur

12. Redefining the Role of the Teacher
Shirley Joseph

13. Transformative Mentoring: Teacher, Coach, Role Model
Bharati Holtzman

14. ‘Schooling’ Cultures of Fear
Poonam Batra

15. Reflections of a School Functionary
Azra Razzack

Section 3: Conversations

16. Examining Education as a Field of Inquiry and a Normative Experience: A Conversation with Krishna Kumar
Disha Nawani

Notes on the Contributors

3-6-752 Himayatnagar, Hyderabad,
500 029 Telangana
Phone: (040) 27662849, 27662850
Follow us on
Copyright © Orient BlackSwan, All rights reserved.
Disclaimer and Privacy Policy
Terms and Conditions
Frequently Asked Questions