Child-Centred Education and the Promise of Democratic Learning: Pedagogic Messages in Rural Indian Primary Schools

Autor/in	Sriprakash, Arathi
Titel	Child-Centred Education and the Promise of Democratic Learning: Pedagogic Messages in Rural Indian Primary Schools
Quelle	In: International Journal of Educational Development, 30 (2010) 3, S.297-304 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.11.010
Schlagwörter	Elementary Education; Educational Change; Foreign Countries; Rural Areas; Democracy; Global Approach; Educational Improvement; Developing Nations; Teaching Methods; Student Centered Curriculum; Elementary School Teachers; India + Suchen Sie Ihr Suchwort? Elementarunterricht; Bildungsreform; Ausland; Rural area; Ländlicher Raum; Demokratie; Globales Denken; Teaching improvement; Unterrichtsentwicklung; Developing country; Developing countries; Entwicklungsland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Indien
Abstract	Global and national agendas to achieve universal primary education and improve the "quality" of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10