It is surprising that although 12 million people in India suffer from epilepsy this remains a thoroughly under-researched area in the sociology of health and practice. We address this intellectual and policy neglect by reviewing the social, psychological and legal challenges governing the lives of people living with epilepsy (PWE) by paying particular attention to negotiations in arranged marriages and employment. Drawing on the analytical frameworks of the sociological study of stigma, critical race theory and paying attention to the cultural models of health and suffering, this study utilized a combination of (online) survey data (N = 100) and in-depth qualitative interviews (N = 10) with PWE and their families. The online survey was administered to map the level of awareness about epilepsy and its clinical management among the general population, whereas the in-depth interviews were conducted to understand the experience, self-perception and everyday struggles of those diagnosed with the condition. Findings from the survey on non-PWE suggest a general lack of awareness and fearful misconceptions around epilepsy related seizures. In-depth interviews with PWEs revealed concealment (of the illness) as a dominant coping strategy to attenuate the social alienation and rejection associated with epilepsy. Further, PWE participants reported persistent discrimination, harassment and prejudiced understanding of diminished cognitive capacities at workplaces as a result of cultural myths and popular representations of epilepsy-related seizures. The study also demonstrated the significance of institutional support groups in assisting PWE to cope with symbolic violence and forge solidarities. We conclude with reflections on the ethical dilemmas faced by medical practitioners while dealing with social-medical interventions of epilepsy treatment. Overall, results from this study undergird the significance to revisit the social-moral as well as legal frameworks that persistently restrict opportunities for PWE in India. In an attempt to reimagine inclusive futures regardless of disease, disability and affliction, we attempt to move beyond the biomedical gaze and instead privilege stories of individual personhood, struggles and aspirations.
The present study aims to evaluate a conceptualised learning design for the growth of techno-pedagogic competencies among Pre-Service Teachers (PST). A teaching experiment is conducted for assessing the effectiveness of the conceptualised learning design by implementing it in a two-year teacher training programme for one year on 36 PST. The progress in the techno-pedagogic competencies’ growth is measured through the self-reporting rating scale, assessment of lesson activities prepared by the PST and semi-structured interview. The result of repeated measure ANOVA statistically signifies the growth of techno-pedagogic competencies amongst PST who participated in the teaching experiment. The assessment of lesson activities further illustrated the growth of techno-pedagogic competencies. PST also reported that they have learned new ways of integrating technology into teaching and have become a more confident user of computers.
Educational institutions based on traditional learning follow the setup of face-to-face lectures in a classroom. The dramatic outbreak of COVID-19 shook the world. It has been declared a pandemic by WHO. It has profoundly impacted the global economy. It has affected the education sector, and this fright is doubtless to resonate globally. The COVID pandemic forced countless institutions to stay shut temporarily. This challenged the education sector worldwide and forced educators to shift to a remote mode of teaching. Academic institutions have to alter old-fashioned pedagogical approaches and shift entirely to remote teaching-learning. There is an urgent requirement to cater to students, faculty, academic staff, communities, societies, and the nation. This study includes the importance of remote learning and strengths, weaknesses, opportunities, and challenges of remote learning during the crisis. It also includes the probable strategies to be adopted by the stakeholders of childhood and elementary education to deal with challenges associated with remote learning.
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