Tag Archives: Education

The textual narrative highlights the tensions and dilemmas faced by parents and students regarding their school’s expenditure, teachers’ attitudes, administrative norms for the duration and timing of holidays and vacations, and the balancing of home responsibilities with the school’s demands.

Aiyar’s scholarship is significant in this context, as she critiques the dominant ‘plumbing’ view in public policy, where problems are seen as technical bottlenecks to be fixed by better design.

The chapters cover topics that include the study of leaves, seed germination, seed dispersion, floral structures, biodiversity in the living world, food, sensitivity, the animal kingdom, microorganisms, reproduction in plants and animals, animals’ internal organs, animal life cycles, plant nutrition, and the growth and development of both living and non-living entities.

Marketed as a real-life practical manual for teenagers, Beyond the Syllabus proves to be apt even for adults dealing with such questions.

The book has been written taking this as the backdrop. The authors pose some questions in light of the need for understanding the initiatives taken and the strategies used in a nuanced and detailed manner. Some of these questions pertain to: what were the principles and assumptions that guided them? How was social change mediated? What contextual strategies were devised for the continuity and safety of girls’ education? And how was gender identity reconstructed?

Rama Kant Agnihotri challenges monolingual biases in his analysis, focusing on the phenomenon of redundant compound formations in Hindi. Through examples like dhan-daulat (wealth-wealth) and chai-paani (tea-water), he explores the layered social and historical meanings embedded in everyday expressions.

Documenting their experiences of running the Academic Bridge Programme at Ashoka University, Neerav Dwivedi and Jyotirmoy Talukdar deliberate upon creating a democratic space in a multilingual classroom. They dwell on everyday pedagogic processes and convert them to potential practices to challenge hierarchies. A simple act of asking a question in class is often marked with a strain of apology.

A few key observations of the methods that stood out for me are the unconventional ways to engage students in the classroom. Laxmirambhai starts with a story instead of teaching straight from the syllabus. Games can break the monotony of a classroom, making everyone participate. With some rules, playing games using some concepts can lead to real education. ‘Games are a form of true education,’ says Gijubhai.

This book is a collection of essays in honour of Professor Krishna Kumar, doyen in the education world in India, by his former students and colleagues. The Department of Education (or the Central Institute of Education (CIE), as it is more popularly known) is the premier Department for Education Studies in India including the professional courses of B.Ed. and M.Ed, in its academic programmes.

Anurag Behar has a rich experience in the field of education in working with Azim Premji Foundation and travelling extensively at the grassroots level. Like others who have worked in the field, he points out quite rightly, good education is in the end, ‘A Matter of the Heart’.

In the middle of the 19th century, Savitribai and Jotirao Phule began their systematic critique of how they believed caste, gender, and power worked together to suppress women, Shudras, and Dalits. Faced with the prospect of trying to change an ancient system accepted as normal by millions of people, and etched into all aspects of everyday life, the Phules started small: they opened a school for girls in Bhide Wada in Pune in 1848.

Mainstream education in a society as stratified and diverse as ours finds it often difficult to reach children of geographically remote and socially marginalized communities.

This book on the historiography or rather a social-cultural history of education is a rare example of this phenomenon. Subramanium is interested in how education has been imparted over a long duration of history. He begins from the ancient, traverses the medieval and ends with the colonial period.

So, are mathematical models magical or mistakes? Neither is what Erica Thompson systematically demonstrates in her book. She quotes statistician George Box, who said, ‘All models are wrong’, but then, goes on to highlight its second part, ‘All models are wrong, but some are useful.’Mathematical models lie in a place somewhere between blind faith and total rejection—judicious application. The book explores the limitations and pitfalls of relying solely on mathematical models to understand complex systems.

We live in a terribly violent world characterized by hyper-nationalism, militarism, war, reckless social Darwinism and massive environmental disaster.  Yet, even amid the all-pervading darkness, some of us continue to strive for the lamp of truth. Possibly, Meenakshi Thapan’s book seeks to remind us that we should not give up but try our best to illumine the new generation through a practice of education that radiates the spirit of love, peace, dialogue and the ethic of care.

Abha Adams’s reputation as India’s preeminent educationist precedes her, and for good reason. As a pioneering force in education, amongst her many accomplishments, her instrumental contribution in the birth and setting-up of the country’s iconic institutions, widely regarded as schools that are centres of excellence—Shriram Schools & Step by Step, themselves speak volumes of her knowledge and insights.

Juvenile, not Delinquent is an elucidation of the author’s rendezvous with the innumerable children who find themselves on the other side of law; the legal quagmire children find themselves in, with little support to navigate the complexities of the juvenile justice system; and the unwavering commitment of those who never give up on them. It is an account of the countless ways the child ‘offenders’ challenge, inspire, and often transform the lives of professionals who work with them.

The title How to Break up with Your Phone reminded me of an essay I had read many decades ago while in school. On ‘Not Answering the Telephone’ was a witty essay by William Plomer in which he expresses his dislike of owning a phone and discusses the inconveniences in having a telephone of one’s own. But the likeness ends there.

Krishna Kumar’s deep and critical engagement with education and its impact on the child is clearly reflected in the slim volume of 18 collected essays, Smaller Citizens: Writings on the Making of Indian Citizens. Some of these essays have been published earlier, while others appeared in the form of lectures which the author had delivered at various fora. Bringing these essays together in a single volume signifies the common theme that binds all of them together.

Discussions on what is wrong in classrooms and institutions of education are part and parcel of staff-room conversations among teachers. Some reflective teachers take these discussions as trigger points for further exploration through reading and research. However, there are few spaces where books cover a range of issues in education, with a solution focused approach that is positive, but not prescriptive.