Educating the Rural Child

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


This chapter examines the ways in which education for rural students has been understood by teachers in India, especially in light of the new expectations of students emphasised in child-centred reforms. Nali Kali and Learner Centred reform ideals have constructed the student as ‘creative’, ‘different’, ‘active’ and ‘independent’, and as being able to ‘think independently’, ‘act independently’, ‘problem solve’, ‘work in groups’ and ‘construct meaning’. These complex and often highly individualised expectations of the child are in stark contrast to the child’s position as passive learner in the textbook-oriented, rote-based pedagogies predominantly found in Indian primary schools. This chapter shows how teachers in Mallige and Kamala clusters understood the role of the school and shaped their expectations of the rural student with respect to new child-centred discourses and the broader social contexts of their work.


Corporal Punishment Good Student Classroom Interaction Pedagogic Interaction Rural Child 
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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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