Curriculum studies in India: colonial roots and postcolonial trajectories.

Autor/in	Jain, Manish
Titel	Curriculum studies in India: colonial roots and postcolonial trajectories.
Quelle	Aus: Pinar, William F. (Hrsg.): Curriculum studies in India. Intellectual histories, present circumstances. Basingstoke: Palgrave Macmillan (2015) S. 111-139Verfügbarkeit
Reihe	International and development education
Beigaben	Literaturangaben S. 134-139
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	1-137-47717-2; 978-1-137-47717-0
Schlagwörter	Bildungspolitik; Curriculumentwicklung; Lehrplanforschung; Indien
Abstract	If "the academic field of curriculum studies is embedded in national culture" (Pinar 2005, 26) and our own social, historical, and institutional locations impinge on the questions we ask and the answers we give, then this effort to write about curriculum studies needs to take note of the specificity of India. I attempt to understand meaning and construction of the field of curriculum studies in India along two overlapping axes: (a) colonial experience, trajectory, practices, and tussles of nation building and democracy in India to locate curriculum in relation to larger context and developments, and (b) work in the area of education, curriculum, and textbooks by state and nonstate institutions to understand the ideas that have shaped curriculum studies and debates in India. This survey is used to take an overview of the state of the field of curriculum studies in India, its silences, challenges, and emerging areas of study. But before we undertake this exercise, it may be pertinent to understand the challenges involved in such an engagement. (Abstract).
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/2