The Neglected Municipal School

Q3 Social Sciences

Contemporary Education Dialogue Pub Date : 2019-07-31 DOI:10.1177/0973184919851966

Maxine Berntsen

引用次数: 0

Abstract

In state and central governments, there is a widespread perception that it is the rural areas that are in the greatest need of government assistance. By the same token, it is assumed that the educational problems are more urgent in rural areas. In this understanding, the taluka town is willy-nilly classified as urban, and little attention is given to the fact that as far as government-run primary education goes, the town is worse off than the village (and undoubtedly than the large city). In order to discuss this further, I will narrate a couple of stories. These go back to the very beginning of our work, before we had started Kamala Nimbkar Balbhavan or developed our approach to teaching early literacy.

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被忽视的市立学校

在邦和中央政府中，人们普遍认为农村地区最需要政府援助。同样的道理，人们认为农村地区的教育问题更为紧迫。在这种理解中，塔卢卡镇无论如何都被归类为城市，很少有人注意到这样一个事实:就政府开办的初等教育而言，该镇的情况比村庄还要糟糕(毫无疑问，比大城市还要糟糕)。为了进一步讨论这个问题，我将讲述几个故事。这可以追溯到我们工作的最开始，在我们启动Kamala Nimbkar Balbhavan或发展我们的早期识字教学方法之前。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Education Dialogue Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.