The Political Project of Child-Centred Education in India

  • Arathi Sriprakash
Chapter
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 16)

Abstract

This chapter analyses how primary school pedagogy has been differently conceptualised in policy arenas in India. The pedagogic legacy of colonial education is discussed with relation to early challenges to didactic methods of instruction. The chapter then focuses on the emergence of child-centred discourses in and after the National Policy on Education 1986. It argues that it was during this period that child-centred education was explicitly taken up in state agendas for educational development. Through this discussion, the chapter sheds light on the role of international development agencies and private–public partnerships in education in shaping national policy in India. The assumptions made about teachers and classroom relations by child-centred education policies are analysed, providing a valuable national policy context in which the subsequent analyses of pedagogic reforms are located.

Keywords

Primary Education Corporal Punishment Enrolment Ratio Education Discourse Mass Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Arathi Sriprakash
    • 1
  1. 1.Faculty of Education and Social WorkUniversity of SydneySydneyAustralia

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