Contemporary Education Dialogue最新文献_第5页

Schooling in the Margins of the State: Exploring the Vicissitudes of Violence 国家边缘地带的学校教育：探索暴力的变迁

Contemporary Education Dialogue Pub Date : 2022-06-02 DOI: 10.1177/09731849221101109

Chetan Anand, Jyoti Dalal

{"title":"Schooling in the Margins of the State: Exploring the Vicissitudes of Violence","authors":"Chetan Anand, Jyoti Dalal","doi":"10.1177/09731849221101109","DOIUrl":"https://doi.org/10.1177/09731849221101109","url":null,"abstract":"The present research attempts to examine the nature of violence and the manner in which it is experienced in schooling practices. By investigating the everydayness of schooling practices to capture the manifestation of violence, it aims to understand the experiences of marginality by locating it on the state-school continuum. The research has used an ethnographic approach for carrying out field work in a state-run primary school. The data are interpreted in the context of systemic violence in schooling and its interlinkages with marginality which is explored vis-à-vis the nature of state power. The relationship between the state and its margins is conceptualised through the writings of Veena Das and Giorgio Agamben, subsequently examining state’s role in exacerbating the violence. Experiences of the teachers and children in the everyday practices of the school would be studied to understand the indifference of the state. This indifference is then examined in terms of apathy and othering and finally analysed in their relationship to exclusion and violence. The relationship of exclusion to membership and belonging is studied, and it will be argued that the nature of violence that shapes the schooling practices is a product of the indifferent power of the modern state—violence that emerges from doing nothing when there is an urgent need to do something. It is this apathetic indifference of the state and its relationship to violence and exclusion that would be examined in this article.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"228 - 255"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49048781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Pedagogic Content Knowledge of Science: A Framework for Practice and Construct for Understanding Teacher Preparation 教学内容科学知识:理解教师准备的实践框架与建构

Contemporary Education Dialogue Pub Date : 2022-03-27 DOI: 10.1177/09731849221083063

Mythili Ramchand

引用次数: 1

Understanding Parental School Choice in Varied Socio-economic Milieus: A Case Study of a Village in Punjab 理解不同社会经济背景下的家长学校选择——以旁遮普省一个村庄为例

Contemporary Education Dialogue Pub Date : 2022-03-25 DOI: 10.1177/09731849221083732

Kamlesh Narwana, Angrej Singh Gill

引用次数: 0

Parimala V. Rao, Beyond Macaulay: Education in India, 1780–1860 Parimala V. Rao，超越麦考利:印度的教育，1780-1860

Contemporary Education Dialogue Pub Date : 2022-01-01 DOI: 10.1177/09731849211062692

Vikas Gupta

引用次数: 1

Yemuna Sunny, Nature-Society Series 叶穆娜·桑尼，自然-社会系列

Contemporary Education Dialogue Pub Date : 2022-01-01 DOI: 10.1177/09731849211067924

Dhananjay Rai

引用次数: 0

Walter Omar Kohan, Paulo Freire: A Philosophical Biography 沃尔特·奥马尔·科汉，保罗·弗雷尔：哲学传记

Contemporary Education Dialogue Pub Date : 2022-01-01 DOI: 10.1177/09731849211053179

Amman Madan

引用次数: 0

Saba Hussain, Contemporary Muslim Girlhoods in India: A Study of Social Justice, Identity and Agency in Assam 萨巴·侯赛因：印度当代穆斯林女孩：阿萨姆邦社会正义、身份与代理研究

Contemporary Education Dialogue Pub Date : 2022-01-01 DOI: 10.1177/09731849211053186

Hem Borker

引用次数: 0

Editorial 编辑

Contemporary Education Dialogue Pub Date : 2022-01-01 DOI: 10.1177/09731849211069184

Disha Nawani

引用次数: 0

Transcultural Networks and Connectivities: The Circulation of Mathematical Ideas between India and England in the Nineteenth Century 跨文化网络和连通性:19世纪印度和英国之间数学思想的流通

Contemporary Education Dialogue Pub Date : 2021-12-14 DOI: 10.1177/09731849211064500

Dhruv Raina

{"title":"Transcultural Networks and Connectivities: The Circulation of Mathematical Ideas between India and England in the Nineteenth Century","authors":"Dhruv Raina","doi":"10.1177/09731849211064500","DOIUrl":"https://doi.org/10.1177/09731849211064500","url":null,"abstract":"The nineteenth century has been characterised as a period in which mathematics proper acquired a disciplinary and institutional autonomy. This article explores the intertwining of three intersecting worlds of the history of mathematics inasmuch as it engages with historicising the pursuit of novel mathematics, the history of disciplines and, more specifically, that of the British Indological writings on Indian mathematics, and finally, the history of mathematics education in nineteenth century India. But, more importantly, the article is concerned with a class of science and mathematics teaching problems that are taken up by researchers—in other words, science and mathematics teaching problems that lead to scientific and mathematical research. The article argues that over a period of 50 years, a network of scholars crystallised around a discussion on mathematics proper, the history of mathematics and education. This discussion spanned not just nineteenth-century England but India as well, involving scholars from both worlds. This network included Scottish mathematicians, East India Company officials and administrators who went on to constitute the first generation of British Indologists, a group of mathematicians in England referred to as the Analytics, and traditional Indian scholars and mathematics teachers. The focus will be on the concerns and genealogies of investigation that forged this network and sustained it for over half a century.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"84 - 106"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48829387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School 强化教学：考察精英学校教师的职业压力和教学实践

Contemporary Education Dialogue Pub Date : 2021-12-09 DOI: 10.1177/09731849211063240

A. Atterberry

{"title":"Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School","authors":"A. Atterberry","doi":"10.1177/09731849211063240","DOIUrl":"https://doi.org/10.1177/09731849211063240","url":null,"abstract":"This article asks the following questions: What pressures do teachers face from parents and senior administrators? How do the pressures teachers face from parents and senior administrators affect how they teach students? Specifically, how does this affect the methods they engage in to generate ‘good’ student outcomes? It answers these questions by analysing interviews with 24 high school teachers at an elite international school in Bangalore, a city in southwest India. This article argues that the pressures teachers face from senior administrators and parents to produce high-achieving students result in them engaging in intensive teaching practices. These practices represent teachers’ attempts to produce students capable of earning high grades and entrance into competitive colleges and universities. This article extends our understanding of the factors that shape teachers’ pedagogical practices by making explicit connections between affluent parenting practices and the professional roles of teachers at elite schools. As such, this article makes important contributions to the literature on the sociology of education and teaching.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"19 1","pages":"107 - 131"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43172518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0