Showing papers in "Contemporary Education Dialogue in 2010"
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.
49 citations
TL;DR: The authors locates educational policy in a wider socio-historical and political perspective and aims at an ideological deconstruction of policy change with a specific focus on the equality-quality conundrum in elementary education in India.
Abstract: The paper locates educational policy in a wider socio-historical and political perspective and aims at an ideological deconstruction of policy change with a specific focus on the equality–quality conundrum in elementary education in India. It attempts to critically decode changes in notions and practices of equality and quality in national and international policy prescription, highlighting aspects of ideological contexts, power asymmetries and state dynamics and examines basic shifts in policy discourse and intent. The paper is organised in four parts. The first two parts take a broad historical overview to examine notions of equality and quality, articulated in texts and discussions pertaining to the two national educational policies and in policy initiatives introduced by the Indian state under neoliberal, global hegemonic influence. The interactive impact of educational restructuring and structures of stratification as reflected in the aggravation of key caste, class, gender and ethnic inequalities is...
42 citations
TL;DR: In this paper, the authors analyse the varying meanings of quality in policy discourse since the term's appearance as an operational element in planning programmes for educational reform, in the Indian context.
Abstract: The paper analyses the varying meanings of quality in policy discourse since the term’s appearance as an operational element in planning programmes for educational reform, in the Indian context. It...
11 citations
TL;DR: The authors argued that the perception of existing inequality within the field of school education gave rise to the language of rights, but that normative notions of childhood underpinning educational di erente...
Abstract: It is argued that the perception of existing inequality within the field of school education gave rise to the language of rights, but that normative notions of childhood underpinning educational di...
7 citations
TL;DR: This article made sense of the various ways in which textbooks have been analysed in India, and the manner in which their goodness or worth is ascertained, based on an exhaustive review of the literature.
Abstract: This paper endeavours to make sense of the various ways in which textbooks have been analysed in India, and the manner in which their goodness or worth is ascertained, based on an exhaustive review...
5 citations
TL;DR: In this paper, the authors argue that using the language of inputs and outputs is not very helpful and obscures the key issues that any assessment of quality in education needs to address, as they are inextricably entwined.
Abstract: This paper considers a popular way of looking at the quality of education as a system which receives ‘inputs’ and delivers ‘output’, i.e. what is put into the education system in terms of resources in the broadest sense, and. ‘output’ is what comes out of it in terms of knowledge, skill, understanding, attitude and virtue. The paper argues that this approach is not very helpful and obscures the key issues that any assessment of quality in education needs to address. We find that using the language of inputs and outputs means that we have to address both as they are inextricably entwined. Even when we use this language, important distinctions are missed.
4 citations
TL;DR: Durkheim as discussed by the authors argued that there was a realm of human existence which could not be understood through introspection or the study of an individual, and that the social, he argued, came not from an inner source, but through a combination of relationships that put together, stood conceptually outside the individual.
Abstract: Emile Durkheim (1858–1917) is one of the seminal contributors to sociology and anthropology. He, along with a handful of other scholars, moulded the way we look at our social context. Durkheim distinguished a sociological level of analysis from a psychological one, arguing that there was a realm of human existence which could not be understood through introspection or the study of an individual. The social, he argued, came not from an inner source, but through a combination of relationships that put together, stood conceptually outside the individual. The relationships constituted a series of forms which had a basically different kind of existence than the individual. Opposing the individualism of several liberal thinkers and economists, he argued that it was not possible to understand humans without
3 citations
TL;DR: The comprehensive study of the progress of education in Karantaka covers a broad spectrum, tracing the Adevelopment of education from the time before independence to the present as mentioned in this paper.
Abstract: Comprehensive Study of the Progress of Education in Karantaka covers a broad spectrum, tracing the Adevelopment of education in the state of Karnataka from the time before independence to the present. The book is based on secondary data sources, primarily historical documents and the official government reports. It is divided into twenty chapters, and a conclusion. Five annexures provide statistical tables covering the data for elementary, secondary, pre university, collegiate, technical and adult education.
2 citations
TL;DR: In this paper, the authors discuss the impact of market-driven neoliberal reforms and ethnicity-based affirmative action policies on Malaysian higher education and society, where earlier strategies adopted were intended to include the hitherto historically excluded ethnic and racial groups, while new strategies aim to meet the requirements of an emerging labour market, industry and the global system of higher education.
Abstract: Contestation, in access to higher education has become inevitable as there is an increasing demand for limited places. The market–driven process of globalisation has accentuated these contestations in developing societies such as Malaysia where earlier strategies adopted were intended to include the hitherto historically excluded ethnic and racial groups, while new strategies aim to meet the requirements of an emerging labour market, industry and the global system of higher education. In this context, the paper discusses the impact of market–driven neoliberal reforms and the ethnicity based affirmative action policies on Malaysian higher education and society.
2 citations
TL;DR: The most recent edition of the IEducational Development Index (EDI) as mentioned in this paper is based on the District Information System for Education (DISE), which, in 2005-6, garnered data from 1.12 million schools in 604 districts in 35 States and Union Territories.
Abstract: n June 2007 the National University of Educational Planning and Administration (NUEPA) published its IEducational Development Index (EDI). The production of this index, which ranks orders states and union territories, is based on the District Information System for Education (DISE), which, in 2005–6, garnered data from 1.12 million schools in 604 districts in 35 States and Union Territories. By world standards, DISE is an exceptionally large and comprehensive education information system.
1 citations
TL;DR: Mohammad Khadeer Babu, Head Curry (Illustrated by Gulammohammad Sheikh). 24 pp., Mohammad Khaddam, Nuaiman, and Joopaka Subhadra, Untold School Stories (Suresh B.V., Chitra, K.P.S., and Saumya Ananthakrishna). 60 pp., P.Y. Balan, Sara Joseph, and S. Reji, The Two Named Boy and Other Stories.
Abstract: Mohammad Khadeer Babu, Head Curry (Illustrated by Gulammohammad Sheikh). 24 pp.; Mohammad Khadeer Babu, Nuaiman & Joopaka Subhadra, Untold School Stories (Illustrated by Suresh B.V., Chitra, K.S., & Saumya Ananthakrishna). 60 pp.; P.Y. Balan, Sara Joseph, & S. Sanjeev, The Two Named Boy and Other Stories (Illustrated by Sathyanand Mohan, Koonal Duggal, & Lavanya Mani). 44 pp.; Kancha Ilaiah, Mother (Illustrated by Lokesh Khodke & Shefalee Jain). 24 pp.; Shefali Jha & Rekharaj, Spirits from History (Illustrated by Chinnan & K.P. Reji). 48 pp.; Jayashree Kalathi, The Sackclothman (Illustrated by Rakhi Peswani). 48 pp.; Gopini Karunakar, Moon in the Pot (Illustrated by Nilima Sheikh). 36 pp.; Gogu Shyamala, Tataki Wins Again & Braveheart Badeyya (Illustrated by Puja Vaish & Rashmi Mala). 52 pp. D C Books, Kottayam. 2008. Not Priced (softbound).
TL;DR: In the expanded second edition of the book, Michael Apple, an internationally renowned author and educationist, analyses the latest trends in the United States political, economic and educational systems and their interconnections.
Abstract: I n this expanded second edition of the book, Michael Apple, an internationally renowned author and educationist, analyses the latest trends in the United States (U.S.) political, economic and educational systems and their inter–connections. This book cannot be treated in isolation without referring to his earlier works. Beginning with his well known work, Ideology and Curriculum (Apple, 2004), Michael Apple is known for exploring the relationship between ideology and education and the dangers of ideological indoctrination in schools. According to him our educational policies and practices are never neutral and schools are one of the ‘hegemonic institutions’ that help maintain status quo.