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JournalISSN: 0973-1849

Contemporary Education Dialogue 

SAGE Publishing
About: Contemporary Education Dialogue is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Sociology & Primary education. It has an ISSN identifier of 0973-1849. Over the lifetime, 245 publications have been published receiving 1960 citations. The journal is also known as: Education Dialogue.


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Journal ArticleDOI
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

532 citations

Journal ArticleDOI
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.

70 citations

Journal ArticleDOI
TL;DR: In this article, the authors argue that quality has always been integral to the concept of education, deriving from what is considered worthwhile as an aim or experience in education, and they trace the history of the term and its use in the context of universalisation of education and the growing importance of democracy as a political choice, and economic globalisation.
Abstract: The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientific management of and monitoring investments in education. Going back to the concept of ‘quality’ as the essential character of a thing, the paper argues that quality has always been integral to the concept of education, deriving from what is considered worthwhile as an aim or experience in education. The paper traces the history of the term beginning with important changes in the concept of education influenced by education thinkers and moving to the role of the concept in the context of universalisation of education, the growing importance of democracy as a political choice, and economic globalisation. The final section of the paper draws out implications for teacher professionalism,...

55 citations

Journal ArticleDOI
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.

51 citations

Journal ArticleDOI
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

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202314
202216
202117
202011
201912
201813