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ERIC Number: EJ855561
Record Type: Journal
Publication Date: 2009-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0305-7925
"Joyful Learning" in Rural Indian Primary Schools: An Analysis of Social Control in the Context of Child-Centred Discourses
Sriprakash, Arathi
Compare: A Journal of Comparative and International Education, v39 n5 p629-641 Sep 2009
Efforts to improve the "quality" of education for all in government primary schools in India have seen a shift towards child-centred teaching. This paper examines the "Joyful Learning" programme, an example of a pedagogic reform implemented in rural primary schools in the southern Indian state of Karnataka. Through an empirical analysis of teachers' pedagogic discourses, I explore what it means to introduce child-centred pedagogic principles in low-income, rural Indian contexts. Of particular interest to this paper is how new forms of pedagogic control in child-centred approaches might be understood and mediated by teachers. The analysis reveals how the social controls of knowledge acquisition can remain unchallenged, and hidden, by the rhetoric of this child-centred pedagogy. The discussions reflect on the need for more complex and contextual considerations of pedagogy in attempts to achieve "quality" universal education. (Contains 1 table and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India