Contemporary Education Dialogue最新文献_第8页

Feminist Dialogic Pedagogical Spaces in Teacher Education: Practical Inclusivity, Eye-opening and Change 教师教育中的女性对话教育空间：实践包容性、开放性与变革

Contemporary Education Dialogue Pub Date : 2020-11-11 DOI: 10.1177/0973184920969338

Olga Shugurova

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引用次数: 0

Relevance and Quality of Textbooks Used in Primary Education in Tanzania: A Case of Social Studies Textbooks 坦桑尼亚初等教育教材的相关性与质量——以社会学教材为例

Contemporary Education Dialogue Pub Date : 2020-10-19 DOI: 10.1177/0973184920962702

Evaristo Haulle, Eliud Kabelege

引用次数: 8

The Ontological Crisis of Schooling: Situating Migrant Childhoods and Educational Exclusion 学校教育的本体论危机:流动儿童与教育排斥的处境

Contemporary Education Dialogue Pub Date : 2020-10-12 DOI: 10.1177/0973184920948364

V. Rajan

引用次数: 6

Growing up Poor: Early Family Life and Education 贫穷成长：早期家庭生活与教育

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920923766

N. Bose

{"title":"Growing up Poor: Early Family Life and Education","authors":"N. Bose","doi":"10.1177/0973184920923766","DOIUrl":"https://doi.org/10.1177/0973184920923766","url":null,"abstract":"Children’s experiences in families, schools and neighbourhoods influence their childhoods as individuals learn to act in meaningful ways within social institutions. Many recent research works document challenges that economic and culturally disadvantaged students experience at colleges due to incongruence between their backgrounds and the culture at higher educational institutions. Rarely has early life experiences at one’s home and family been the focal point of inquiry. The present article explores the accounts of early family life provided by students first in their families to pursue higher education. It discusses the ways in which socialisation impacts one’s life trajectories related to education. Through emphasising on the process, the article focuses on the lived experiences of students marked by constraints due to poverty at home and its relation to the shaping of their academic decisions. In depth interviews with nine participants from Delhi studying in reputed colleges affiliated to a university at Delhi shows how one’s economic and cultural position affect one’s sense of belonging at home and educational spaces wherein students negotiate relationships and identity that are restructured and transformed while they navigate through them. Attempting to study student’s self-constructions, the article shows how formal education continues to function as a project of western modernity creating fragmented bourgeoisie subjects out of poor children.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"155 - 176"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920923766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49467606","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

Jacques Rancière Jacques Rancière

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920924998

Nidhi Gulati

引用次数: 0

How do Multilingual Children Experience English Language Acquisition in an Urban Indian School? 多语种儿童在印度城市学校如何体验英语语言习得?

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920931769

S. Rajasekaran, R. Kumar

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引用次数: 0

Caste and the Politics of the Early ‘Public’ in Schooling: Dalit Struggle for an Equitable Education 种姓和早期“公共”教育的政治:达利特争取公平教育

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920946966

Geetha B. Nambissan

{"title":"Caste and the Politics of the Early ‘Public’ in Schooling: Dalit Struggle for an Equitable Education","authors":"Geetha B. Nambissan","doi":"10.1177/0973184920946966","DOIUrl":"https://doi.org/10.1177/0973184920946966","url":null,"abstract":"In this article, I draw attention to the early 1850s in the Bombay Presidency when the colonial government first assumed responsibility for mass education. I show that in the subsequent decades, publicly funded schooling was narrow and extremely exclusive as a result of the strong opposition of dominant castes to the education of the Dalits (‘Untouchable’ castes) as well as ambivalences and compromises of the colonial state to equality in education. I argue that in the efforts towards shaping of a more inclusive and ‘equitable’ public education, the struggles of the most excluded and stigmatised castes, the Untouchables, were crucial and have hitherto received little attention. Initiatives from within the community as well as the role of radical social reformers (I refer to Phule), Dalit activists and leaders such as Ambedkar in political and social spaces in relation to education also deserve far more serious study and acknowledgement. The neglect of the Untouchable castes in histories of education has resulted in failure to recognise their extraordinary efforts to spread education within their communities and significant contestations from below as well as in shaping discourses and practices around the ‘public’ in schooling. It also reminds us that as we defend the public in education today, we must understand the politics around it.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"65 1","pages":"126 - 154"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920946966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65353986","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: 7

David Singleton, Joshua A. Fishman, Larissa Aronin and Muiris O’ Laorie (Eds.), Current multilingualism: A new dispensation. David Singleton, Joshua A. Fishman, Larissa Aronin和Muiris O ' Laorie(编)，当前多语言:一个新的分配。

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920923225

S. Chaudhary

引用次数: 0

School-readiness Among the Underprivileged: The Neglected Dimension 贫困儿童的入学准备:被忽视的维度

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920931772

G. Pal

{"title":"School-readiness Among the Underprivileged: The Neglected Dimension","authors":"G. Pal","doi":"10.1177/0973184920931772","DOIUrl":"https://doi.org/10.1177/0973184920931772","url":null,"abstract":"In the Indian context, the problem of the high proportion of out-of-school underprivileged children as well as the learning deficits in many such children in primary schools have raised concerns. Preparing these children for their journey through schooling has therefore been under the spotlight. The national Early Childhood Care and Education (ECCE) policy recognises pre-school education (PSE) of these children as one priority area. Given that the increased privatisation of pre-schooling marginalises a large section of underprivileged children in rural India, the role of public pre-schools always remains significant. Although many pre-primaries in government and aided schools contribute to the PSE of these children, the public pre-school system at community level in the form of anganwadi centres (AWCs) under the national Integrated Child Development Services (ICDS) programme remains the most viable and cost-effective opportunity for a high proportion of these children. This article examines the state of the PSE at AWCs through the lens of coverage, mechanisms of service delivery, quality of learning opportunities and inclusiveness. The paper draws evidence largely from a sample survey covering 4,800 households and over 200 AWCs spread across 192 villages in three sample states, besides other macro-level data and relevant literature on PSE. The findings show that the implementation of PSE through AWCs does not comply with many ECCE norms. There is a lack of targeted PSE interventions for learning opportunities and developing socio-emotional skills. Among other factors, functioning of AWCs for less than the stipulated duration in a day, inadequate earnestness among AWC workers and unequal opportunities even in scarce PSE services adversely affect the PSE of underprivileged children. The article calls for increasing the efficiency of this largest public pre-school system through professional development of service providers and setting up monitoring mechanisms to ensure school-readiness of underprivileged children.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":"17 1","pages":"177 - 201"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0973184920931772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48030342","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

Journey from a Madrasa Student to Teacher: An Ethnographic Portrait 从马德拉萨学生到老师的旅程:民族志肖像

Contemporary Education Dialogue Pub Date : 2020-07-01 DOI: 10.1177/0973184920922391

Hem Borker

引用次数: 0