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Palgrave Macmillan
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Curriculum Studies in India

Intellectual Histories, Present Circumstances

  • Book
  • © 2015

Overview

Editors:
  1. William F. Pinar
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Part of the book series: International and Development Education (INTDE)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Introduction

    • William F. Pinar
    Pages 1-34

  3. Curriculum in India

    • Poonam Batra
    Pages 35-63

  4. Schooling as Counter-Socialization

    • Mary Ann Chacko
    Pages 65-81

  5. An Intellectual History and Present Circumstances of Curriculum Studies in India

    • Suresh C. Ghosh
    Pages 83-110

  6. Curriculum Studies in India

    • Manish Jain
    Pages 111-139

  7. Curriculum and Its Possibilities

    • Meenakshi Thapan
    Pages 141-161

  8. The Exchanges

    • William F. Pinar
    Pages 163-205

  9. Curriculum Studies in India

    • William F. Pinar
    Pages 207-233

  10. Epilogue

    • Meenakshi Thapan, Poonam Batra
    Pages 235-238

  11. Back Matter

    Pages 239-273
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Keywords

About this book

Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. With chapter introductions by William Pinar, scholars explore their intellectual history and present circumstances of curriculum studies in India, emphasized by their own engagement and research. These works demonstrate the rapidity and scale of economic growth today, and how it creates conflict, dislocation, inequality, and "echoes" of a colonial past now present in globalization. Pinar and his contributors conclude that historical (dis)continuities, cultural conflict, economic globalization, and political tension characterize the present circumstances of curriculum studies in India.

Reviews

"Curriculum Studies in India makes an outstanding contributionto the field. Through the Indian curriculum experts' educational experiences, stances, and perspectives, readers begin to understand the background of colonial history and its influences on education, and how to think about education and curriculum in this internationalization while improving national development. The experiences, achievements, and ideas of these experts in the process of Indian reform can help us clarify what is valuable and significant to the future of education, information that is also valuable to the education systems in other countries." - Ma Yunpeng, Faculty of Education, Northeast Normal University, China

About the authors

Poonam Batra, University of Delhi, India Mary Ann Chacko, Columbia University, USA Suresh C. Ghosh, Jawaharlal Nehru University, India Manish Jain, Ambedkar University, India Meenakshi Thapan, University of Delhi, India

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