India Goes to School

Tukdeo, Shivali

doi:10.1007/978-81-322-3957-4

Cited by 6 publications

(6 citation statements)

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“…A caveat to be noted here is that the reasons why actors within schools act the way they do are often rooted in several complex educational and wider contextual issues (Jain et al, 2018;Tukdeo, 2019). The same could be said about actors in the PT sector.…”

Section: Dynamics Of Teaching-learning Processesmentioning

confidence: 94%

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Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Bhorkar

2023

Journal for the Study of Education and Development: Infancia y

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Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring's implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring's negative outcomes. RESUMENDesentrañar las interconexiones entre la educación convencional y las tutorías privadas es esencial para avanzar en nuestro conocimiento de las implicaciones de las tutorías para los estudiantes y los sistemas de aprendizaje. En este artículo se exploran los micro procesos de enseñanza-aprendizaje en las escuelas y en los centros de aprendizaje para facilitar un conocimiento matizado de las dinámicas entre ambos, en el contexto de la India. Mediante datos cualitativos de las observaciones de las clases, entrevistas y discusiones grupales focales con 85 participantes, este artículo explica los procesos de enseñanza y aprendizaje en ambas ARTICLE HISTORY

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Section: Dynamics Of Teaching-learning Processesmentioning

confidence: 94%

“…Es necesario advertir en este punto que las razones por las que los actores en los centros escolares actúan de ese modo suelen obedecer a cuestiones educativas y contextuales más amplias y complejas (Jain et al, 2018;Tukdeo, 2019). Lo mismo puede decirse de los actores en el sector de las TP.…”

Section: Dinámicas De Los Procesos De Enseñanza-aprendizajeunclassified

Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Bhorkar

2023

Journal for the Study of Education and Development: Infancia y

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“…This is another side of the neoliberal economy where NRIs donate as a feeling of moral duty towards the development of one's parent country (Chaudhuri, 2017, p. 10). Hence, in terms of international presence and fundraising, it has chapters in the United Kingdom, the United States, Canada and Australia (Tukdeo, 2019). Ekal in the United States has over 70 chapters supported by the India Development and Relief Fund (IDRF), one of the largest diasporic networks in India (Tukdeo, 2019).…”

Section: 'Ekal Vidyalaya: a People's Movement'mentioning

confidence: 99%

“…I had started with the intent of doing interviews and buttressing this with an analysis of two reference books that were provided to Ekal teachers. Ekal schools create their own curriculum for schools based on sanskars or moral Hindu teachings (Tukdeo, 2019). Only after the informal interviews with the volunteers did I decide to visit the schools for face-to-face interaction.…”

Section: Introductionmentioning

confidence: 99%

Educating the ‘Adivasis’: Understanding Ekal Vidyalayas Inside the Tea Gardens of Assam

Phukan

2024

Contemporary Education Dialogue

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Based on fieldwork in Tinsukia district of Assam, this article examines the interplay of Ekal, ideology and education among the Adivasis in the tea gardens. The Ekal schools are one-teacher, informal schools operated by the Sangh Parivar in the underprivileged regions of India and Nepal. Considering the backward status of Adivasis in these tea gardens, the official narrative of the school is to reduce the literacy gap among the community, impart sanskar and empower them with entrepreneurial skills. I argue that Ekal’s organisational structure and funding are corporate, and its conception of ‘empowerment’ is neoliberal. This works as an effective model for Hindutva as the Sangh seeks to bring popularly Christian-dominated tea gardens into its Hindutva fold. This is done by practices both inside and outside the school.

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“…Several scholars (Mukhopadhyay & Sarangapani, 2018;Tilak, 2008;Upadhya, 2016) have argued that the growth of Indian education since the 1990s has resulted in numerous complex parallel structures at all levels of education: on the one hand, it has led to a rise in highly selective and internationally recognized institutions of technical education and research; on the other, it has resulted in the proliferation of highly regimented and under-funded teaching institutions. The selective and internationally recognized academic spaces are predominantly occupied by the economically and socially privileged, whereas the socially disadvantaged students have found local, affiliated colleges and state universities as spaces suited for learning (Agarwal, 2009;Deshpande, 2013;Tilak, 2013;Kapur & Mehta, 2015;Tukdeo, 2015Tukdeo, , 2019.…”

Section: Introductionmentioning

confidence: 99%

Decoding Loafers’ College: Social Exclusion and Critical Pedagogic Possibilities

Dey

2022

Journal of Education

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In the last few decades, universities in India have witnessed the joining of a record number of students from marginalized communities and oftentimes struggle. This expansion of access has brought about changes within classrooms and college campuses, sometimes giving rise to contention and causing numerous conflicts as well. Centered around my experiences of teaching in a working-class college in Bangalore, a metropolitan city in Southern India, this paper offers reflections on education in challenging circumstances. Further, the essay explores the possibilities of democratic pedagogic practices through the theoretical framework of Maitri.

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India Goes to School

Cited by 6 publications

References 0 publications

Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Educating the ‘Adivasis’: Understanding Ekal Vidyalayas Inside the Tea Gardens of Assam

Decoding Loafers’ College: Social Exclusion and Critical Pedagogic Possibilities

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