Journal•ISSN: 0973-1849
Contemporary Education Dialogue
About: Contemporary Education Dialogue is an academic journal. The journal publishes majorly in the area(s): Context (language use) & Primary education. It has an ISSN identifier of 0973-1849. Over the lifetime, 217 publication(s) have been published receiving 1679 citation(s). The journal is also known as: Education Dialogue.
Papers published on a yearly basis
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TL;DR: Ivan Illich's Deschooling Society (hereafter DS) was published 40 years ago as discussed by the authors, and it still continues to inspire educational experiments in much of the Third World. But a large part of the discussion on Illich has focused on the details of the proposal outlined in DS, and seems to have missed the point that the book's focus was more on society rather than on only 'deschooling'.
Abstract: Ivan Illich’s book (1971), Deschooling Society (hereafter DS), was published 40 years ago. Of all the books purportedly written on radical educational alternatives that came out in 1960s and 1970s, Illich’s book remains perhaps the most discussed, and it still continues to inspire educational experiments in much of the Third World. But a large part of the discussion on Illich has focused on the details of the proposal outlined in DS, and seems to have missed the point that the book’s focus was more on ‘society’ rather than on only ‘deschooling’. More often than not, Illich’s work, especially DS, is seen as being reflective of a broader countercultural turn towards the end of the 1960s in the United States (Latta, 1989), and is generally located within a larger critique of schooling (Foster, 1971; Keesbury, 1981). Although Illich’s voice was a significant one in this countercultural turn, one needs to see his work beyond this. His work is seen as belonging to a broader group of ‘radical liberals’ such as Dewey and Freire (Lichtenstein, 1985, p. 51). It is also seen as being derivative of earlier sociological works by scholars such as
498 citations
TL;DR: In this paper, the authors provide an overview of the role of para-teachers in Indian education and analyse the changing policy context where poorly paid and trained para-Teachers on contract are increasingly being recruited in place of regular teachers in government schools.
Abstract: This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teacher schemes in the country and analysis the changing policy context where-in poorly paid and trained para-teachers on contract are increasingly being recruited in place of regular teachers in government schools. Drawing upon available research studies, the authors draw attention to the detrimental implications that para-teacher programmes have for professionalisation of teachers, the quality of schooling and equity concerns in education.
69 citations
TL;DR: In this article, the authors argue that this opposition is mistaken and that equality itself requires a nuanced approach which reflects the quality of education as an involvement in the long-term growth of the person.
Abstract: Since the 1990s, programmes aimed at universalising elementary eduction in India have increasingly dichotomised ‘quality’ and ‘equality’ and heightened, a view of education which is essentially instrumental. The paper argues that this opposition is mistaken and that equality itself requires a nuanced approach which reflects the quality of education as an involvement in the long-term growth of the person. An example of how a school may be knowledgeably structured for educational quality, given the social reality of entrenched gender inequality, is discussed.
46 citations
TL;DR: In this article, the authors find that when one looks for rigorous engagement with Ranciere's thoughts on education, one finds a relative indifference on the part of educationists, which is surprising given that "equality" as a concept has not only received focused attention from educationists for long, inviting reflections that have varied in their elaboration of the concept, but also has a specific import in current educational scenarios across the world, such that it has heightened the imperative to revisit this concept.
Abstract: Jacques Ranciere (born 1940), much like his contemporary Michel Foucault, has an academic oeuvre that defies neat classification within established disciplinary boundaries. This is due to the cross-disciplinary nature of his work, with a strong orientation towards history and philosophy.
Although he trained as a philosopher (studying with Louis Althusser and contributing to the latter’s Reading Capital), Ranciere’s work has been more a series of explorations in the archives of subaltern workers of
early nineteenth-century Europe. His work has received the attention of scholars from across a number of disciplines such as cultural studies, history, philosophy and political science. However, when one looks for rigorous engagement with Ranciere’s thoughts on education, one finds a
relative indifference on the part of educationists. This is surprising given that ‘equality’ as a concept has not only received focused attention from educationists for long, inviting reflections that have varied in their elaboration of the concept, but also has a specific import in current educational scenarios across the world, such that it has heightened the imperative to revisit this concept.
42 citations
TL;DR: In the past decade, the system of primary education in India has undergone drastic structural changes as mentioned in this paper, which have crucial implications for issues of social equity and pose a challenge to long-held notions of the relationship between education, democracy and social change.
Abstract: Over the past decade, the system of primary education in India has undergone drastic structural changes. Increas ing pr ivat isa t ion, ins t i tu t iona l i sa t ion of differentiated systems of schooling, non-formalisation of the formal school system through appointment of para-teachers and setting up of new monitoring structures at the local level in the name of decentralisation and community mobilisation — all these have crucial implications for issues of social equity and pose a challenge to long-held notions of the relationship between education, democracy and social change.
38 citations