Further reading

BOOKS

Acharya, Poromesh. Indigenous education and brahminical hegemony in Bengal, in Nigel Crook (ed.), The transmission of knowledge in South Asia: essays on education, religion, history, and politics. Delhi: Oxford University Press, 1996.

Adler, Mortimer J. The paideia proposal: an educational manifesto. New York: Macmillan Publishing Co., 1982.

Aikman, S. and Elaine Unterhalter. Beyond access: transcending policy and practice for gender equality in education. Great Britain: Oxfam, 2005.

Appadurai, Arjun. Number in the colonial imagination, in Carol Breckenridge and Peter Van der Veer, (eds.), Orientalism and the postcolonial predicament. Pennsylvania: The University of Pennsylvania Press, 1993.

Apple, Michael W. Cultural politics and the text, in Stephen J. Ball (ed.), Reader in sociology of education. Routledge Falmer, 2004.

Apple, Michael W. Official knowledge: democratic education in a conservative age (second edition). New York: Routledge, 2000.

Balmiki, Om Prakash. Joothan. Delhi: Rajkamal Prakashan, 2003.

Bar On, Bat-Ami. Marginality and epistemic privilege, in Linda Alcoff and Elizabeth Potter (eds.), Feminist epistemologies. New York: Routledge, 1993.

Bara, Joseph. Tribal education, the colonial state and Christian missionaries: Chhotanagpur, 1839-1870, in Sabyasachi Bhattacharya (ed.), Education and the disprivileged: nineteenth and twentieth century India. New Delhi: Orient Longman, 2002.

Basu, Anathnath. Reports on the state of education in Bengal 1835 and 1838. Calcutta: University of Calcutta, 1941.

Bhattacharya, Sabyasachi (ed.). Education and the disprivileged: nineteenth and twentieth century India. New Delhi: Orient Longman, 2002.

Bhattacharya, Sabyasachi (ed.). The contested terrain: perspectives on education in India. New Delhi: Orient Longman, 1998.

Bhattacharya, Sabyasachi, Joseph Bara and Chinna Rao Yagati (eds.). Development of women’s education in India: a collection of documents (1850-1920). New Delhi: Kanishka, 2001.

Bhog, Deepta et. al. Textbook regimes: a feminist critique of nation and identity. New Delhi: Nirantar, 2009.

Bhokta, Naresh Prasad. Marginalization of popular languages and growth of sectarian education in colonial India, in Sabyasachi Bhattacharya (ed.), The contested terrain: perspectives on education in India. New Delhi: Orient Longman, 1998.

Burte, Prakash. Maharashtratil Marathi Madhyamachi Shaleya Pathyapustake – Ek Mulyatmak Abhyas (Marathi). Bhopal: Eklavya, 2001.

Chatterjee, Partha. The fruits of Macaulay’s poison tree, in Ashok Mitra (ed.), The truth unites: essays in tribute to Samar Sen. Subarnarekha. Reprinted in Partha Chatterjee, The present history of West Bengal: essays in political criticism. New Delhi: Oxford University Press, 1985.

Cremin, Lawrence A. Popular education and its discontents. New York: Harper and Row, 1989.

Dayala, Pandit Rama. Stri shiksha. Lahore: Government Printing Press, 1879.

De, Anuradha, Reetika Khera, Meera Samson and A.K. Shiva Kumar. PROBE revisited: a report on elementary education in India. New Delhi: Oxford University Press, 2010.

Delpit, Lisa. Other people’s children: cultural conflict in the classroom. 2nd edition, New York, NY: The New Press, 2006.

Dharampal (ed.). The beautiful tree: indigenous Indian education in the eighteenth century. New Delhi: Biblia Impex, 1983.

Di Bona, Joseph (ed.). One teacher one school. New Delhi: Biblia Impex, 1983.

Donaldson, Margaret. Children’s minds. Glasgow: Fontana/Collins, 1978.

Dreze, Jean and Harish Gazdar. Uttar Pradesh: the burden of intertia, in Jean Dreze and Amartya Sen (eds.), Indian development. New Delhi: OUP, 1996.

Egan, Kieran. Children’s minds, talking rabbits and clockwork oranges: essays on education. New York: Teachers College, Columbia University, 1999.

Egan, Kieran. Education and psychology: Plato, Piaget, and scientific psychology. New York: Teachers’ College, Columbia University, 1983.

Fishman, Stephen M. and Lucille McCarthy. John Dewey and the challenge of classroom practice. New York: Teachers College, Columbia University, 1998.

Frazer, Nancy. Social justice in the age of identity politics: redistribution, recognition and participation, in G. Peterson (ed.), The tanner lectures on human values. Salt Lake City: University of Utah Press, 1998.

Frenz, Margret. Competing ideas: the quest for knowledge in early twentieth-century Travancore, in Krishna Kumar and Joachem Oesterheld (eds.), Education and social change in South Asia. New Delhi: Orient Longman, 2008.

Ghosh, Anindita. Power in print: popular publishing and the politics of language and culture in a colonial society (1778-1905). Delhi: Oxford University Press, 2006.

Glasser, William. The quality school teacher. New York: Harper Perennial, 1993.

Glasser, William. The quality school: managing students without coercion. New York: Harper Perennial, 1990.

Govinda, R. (ed.). India education report. New Delhi: Oxford University Press, 2002.

Govinda, R. (ed.). Who goes to school? exploring exclusion in Indian education. New Delhi: Oxford University Press, 2011.

Govinda, R. and Madhumita Bandyopadhyay. Overcoming exclusion through quality education. CREATE Pathways to Access Research Monograph No. 65. Delhi/Brighton: NUEPA/University of Sussex, 2011.

Goyal, B.S. and J.D. Sharma. A study of the evolution of the textbook. New Delhi: NCERT, 1987.

Hill, Dave (ed.). Contesting neo-liberal education: public resistance and collective advance. New York and London: Routledge, 2009.

Illich, Ivan and Barry Sanders. A B C: the alphabetization of the popular mind. London: Marion Boyars, 1988.

Jha, Jyotsna and Dhir Jhingran (eds). Elementary education for the poorest and other deprived groups: the real challenge of universalization. New Delhi: Manohar, 2005.

Kabir, Humayun. Education in new India. Oxford: Greenwood Press, 1977.

Kakar, Sudhir. The inner world: a psychoanalytic study of childhood and society in India (2nd ed.). Delhi: Oxford University Press, 1981.

Kalicharan, Babu. Stri Bhushan. (Abridged from an English original) Bareily: Rohelkhand Literary Society, 1870.

Kincheloe, J.L. (ed.). Multiple intelligences reconsidered. New York: Peter Lang, 2004.

Kirk, Jackie. Women teaching in South Asia. New Delhi: Sage, 2008.

Kumar, Krishna. Political agenda of education: a study of colonialist and nationalist ideas. New Delhi: Sage, 1991.

Kumar, Krishna. The social character of learning. New Delhi: Sage, 1989.

Kumar, Nita. Friends, brothers and informants: fieldwork memoirs of Banaras. Berkeley: University of California Press, 1992.

Kumar, Nita. Lessons from schools: the history of education in Banaras. Delhi and Thousand Oaks, CA: Sage Publications, 2000.

Kumar, Nita. The politics of gender, community and modernities: essays on education in India. Delhi: Oxford University Press, 2007.

Kumpulainen, Kristiina and David Wray (eds.). Classroom interaction and social learning: from theory to practice. London and New York: Routledge Falmer, 2002.

Lewin, K. Improving access, equity and transitions in education: creating a research agenda. CREATE, Research Monograph Number 1, June 2007.

Limbawale, S.K. Nar-vanar. Delhi: Radhakrishna Prakashan, 2003.

Mayes, Clifford, Ramona Maile Cutri, P. Clint Rogers and Fidel Montero. Understanding the whole student: holistic multicultural education. Lanham, Maryland: Rowman and Littlefield Education, 2007.

McEwan, Hunter and Kieran Egan (eds.). Narrative in teaching, learning, and research. New York: Teachers’ College, Columbia University, 1995.

More, Dadasaheb. Deradangar. Delhi: Radhakrishna Prakashan, 2001.

Nambissan, Geetha B. Social diversity and regional disparities in schooling: a study of rural Rajasthan, in A. Vidyanathan and P.R. Gopinathan Nair (eds.), Elementary education in rural India: a grassroots view. New Delhi: Sage Publication, 2001.

Nambissan, Geetha B. The Indian middle classes and educational advantage: family strategies and practices, in Michael W. Apple, Stephen J. Ball and Louis Armando Gandin (eds.), The Routledge international handbook of education. London: Routledge, 2010.

Nussbaum, Martha C. Women and human development: the capabilities approach. Cambridge: Cambridge University Press, 2000.

Ojha, Lal Bahadur (ed.). Dalit, adivasi and school. Bhopal: Samavesh, 2003.

Pathak, Avijit. Social implications of schooling: knowledge, pedagogy and consciousness. New Delhi: Rainbow, 2003.

Pawar, Daya. Achhut. Delhi: Radhakrishna Prakashan, 2003.

Popkewitz, Thomas S. Inventing the modern self and John Dewey: modernities and the travelling of pragmatism in education. New York: Palgrave Macmillan, 2005.

PROBE Team. Public report on basic education in India. New Delhi: Oxford University Press, 1999.

Purcell-Gates, Victoria. Other people’s words: the cycle of low literacy. Cambridge: Harvard University Press, 1995.

Ramachandran, Vimala (ed.). Gender and social equity in primary education: hierarchies of access. New Delhi: Sage Publications, 2004.

Robin, Alexander. Culture and pedagogy: international comparisons in primary education. Oxford: Blackwell Publishers, 2000.

Routman, Regie. Literacy at the crossroads: crucial talk about reading, writing, and other teaching dilemmas. Portsmouth, NH: Heinemann, 1996.

Sen, A. Commodities and capabilities. Oxford: Elsevier Science, 1985.

Sen, A. Development as freedom. Oxford: Oxford University Press, 1999.

Sen, Amartya K. Capability and well-being, in Martha C. Nussbaum and Peter Senge et al., Schools that learn. London: Nicholas Brealey Publishing, 2000.

Sleeter, Christine, S.B. Upadhyay, Arvind Mishra and Sanjay Kumar (eds.). School education, pluralism and marginality: comparative perspectives. New Delhi: Orient BlackSwan, 2012.

Srivastava, Gouri. Women’s higher education in the 19th century. New Delhi: Concept Publishing, 2000.

Steimberg, Shirley R. Diversity and multiculturalism: a reader. New York: Peter Lang, 2009.

Stromquist, N.P. Agents in women’s education: some trends in Afrcan context, in M. Bloch and N.P. Stromquist (eds.), Gender, education and the possibility of transformative knowledge. UK: Routledge, 2006.

Vidyanathan, A. and P.R. Gopinathan Nair (eds.). Elementary education in rural India: a grassroots view. New Delhi: Sage Publications, 2001.

Weiner, M. The child and the state in India: child labour and education policy in comparative perspective. Princeton, New Jersey: Princeton University Press, 1991.

 

ARTICLES

Acharya, Poromesh. Indigenous vernacular education in pre-British era: traditions and problems. ‘Economic and Political Weekly’ 13(48): 1978.

Apple, Michael W. The politics of official knowledge: does a national curriculum make sense? ‘Teachers College Record’ 95(2): 1993.

Bandyopadhyay, M., D. Das and B. Zeitlyn. Absenteeism, repetition and silent exclusion in India, CREATE India Policy Brief No. 3, Delhi, NUEPA, 2011.

Banerjee, Rukmini. Why don’t children complete primary school? a case study of a low-income neighbourhood in Delhi. ‘Economic and Political Weekly’: August 1997: 2053-2063.

Banerjee, Rukmini. Poverty and primary schooling: field studies from Mumbai and Delhi. ‘Economic and Political Weekly’: 4 March 2000: 795-802.

Barr, E., S. Durston, Jenkins, E. Onoda and Anjali Pradhan. Dalits in India and Nepal: policy options for improving social inclusion in education. Division of Policy and Planning Working Papers, New York: UNICEF, 2007.

Batra, Poonam. Voice and agency of teachers: missing link in national curriculum framework 2005. ‘Economic and Political Weekly’: 1 October 2005: 4347-4356.

Bose, A.B. The disadvantaged urban child in India. Innocenti Occasional Papers, The Urban Child Series No.1. Florence, Italy: Spedale degli Innocenti, 1992.

Constable, Philip. Sitting on the school verandah: the ideology and practice of ‘untouchable’ educational protest in late nineteenth-century western India. ‘IESHR’ 37(4): 2000.

Dutt, Shushmita. Choosing a better tomorrow: the status of women and girls in Rajgarh. ‘Asian Journal of Women’s Studies’ 6(2): 2000.

Dyer, Caroline. Literacy and discourses of development among the Rabaris of Kutch, India. ‘Journal of Development Studies’ 44(6): July 2008: 863-79.

Govinda, R. and Y. Josephine. Para teachers in India: a review. ‘Contemporary Education Dialogue’ 2(2): Spring 2005: 193-224.

Gupta, Vikas. Social agenda of colonial education: textbook discourse in the mid-nineteenth century. ‘Proceedings of Indian History Congress’, 68th Session, 2007.

Gupta, Vikas. Is social science social? Problematizing classroom learning. Delhi: NUEPA Global Conclave of Young Scholars of Education, 2011.

Hoff, Karla and Priyanka Pandey. Belief systems and durable inequalities: an experimental investigation of Indian caste. The World Bank Policy Research Working Paper, 2004: 3351.

Joshi, Priti. Negotiating identity: voices of children with disability in regular schools. ‘Education Dialogue’ 3(2): Spring 2006: 175-195.

Kumar, Krishna. Culture, state and girls: an educational perspective. ‘Economic and Political Weekly’ XLV(17): 24 April 2010: 75-84.

Kumar, Krishna. Textbooks and educational culture. ‘Economic and Political Weekly’ 21(30): 1986:1309-1311.

Kumar, Krishna. Hindu revivalism and education. ‘Social Scientist’ 18(10): October 1990: 4-26.

Macwan, Martin. Dalits and education: the write stuff. ‘Humanscape’: May 2002: 17-22.

Mishra, Neehar. Discovering ‘us’ in ‘them’. ‘The Hindu’: 19 April 2010.

Quassim Cassam. Introspection, perception and epistemic privilege. ‘The Monist’ 87(2): 2004: 255-274.

Ramachandran, Vimala. Beyond the numbers. ‘The Hindu’: 24 February 2002.

Rist, R.C. Student, social class and teacher expectations: the self-fulfilling prophecy in ghetto education. ‘Harvard Education Review’ 40: 1970: 41-51.

Sharma, Vichitra. Meos left in the lurch: Lok Jumbish moves on. ‘Grassroots’: March 2001.

Sinha, Shantha. Child labour and education policy in India. ‘The Administrator’ XLI: July-September 1996: 17-29.

Subrahmanian, R. Right to education: opportunities and challenges. ‘Contemporary Education Dialogue’ 1(1): 2003: 76-96.

Thapan, Meenakshi. ‘Docile’ bodies, ‘good’ citizens, or ‘gentle’ subjects? pedagogy and citizenship in contemporary society. ‘Economic and Political Weekly’: 30 September 2006: 4195-203.

 

REPORTS

Bhattacharjea, Suman, Wilima Wadhwa and Rukmini Banerji. Inside primary schools: a study of teaching and learning in rural India. Delhi: ASER, 2011. Available at http://www.asercentre.org/

Dayaram. Para teachers in primary education – a status report. New Delhi: DPEP, Technical Support Group, Ed.CIL, 2002.

Deshkal. National report on inclusive classrooms, social inclusion/exclusion and diversity: perspectives, policies and practices. Deshkal Publication, Delhi, 2010.

Government of India. National policy on education 1986. New Delhi: Ministry of Human Resource Development.

Government of India. Learning without burden. Report of the National Advisory Committee. New Delhi: MHRD, 1993.

Government of India. Report of the CABE committee on girls’ education and the common school system. New Delhi: MHRD, 2005.

Government of India. The right of children to free and compulsory education act 2009. New Delhi: Gazette of India, No. 39, 27 August 2009.

Government of India. Report of the committee on implementation of the right of children to free and compulsory education act, 2009 and the resultant revamp of Sarva Shiksha Abhiyan. New Delhi: Department of School Education and Literacy, MHRD, 2010.

Govinda, R. Status of primary education of the urban poor in India: an analytical review. IIEP Research Report No. 105. Paris: UNESCO, 1995.

Jaireth, Sushma. A report on evaluation of school practices from a gender perspective: a pilot study in Delhi. New Delhi: Department of Women’s Studies, NCERT, 2001.

Jaireth, Sushma. A report on the study of maktabs and madrasas of southern states of India from a gender perspective. New Delhi: Department of Women’ Studies, NCERT, 2010-11.

Mehta, Arun C. Student flow at the primary level: an analysis based on DISE data. New Delhi: NUEPA and Department of School Education and Literacy, Ministry of Human Resource Development, 2007.

National Council of Educational Research and Training. Elementary education in India: where do we stand? Analytical Report 2010-11. New Delhi: National Institute of Educational Planning and Administration.

National Council of Educational Research and Training. National focus group paper on gender issues in education. New Delhi: NCERT, 2006.

National Council of Educational Research and Training. National focus group paper on problems of scheduled caste and scheduled tribe children. New Delhi: NCERT, 2007.

Ramachandran, Vimala et al. Teacher motivation in India. New Delhi: Educational Resource Unit, 2005.

Sayed, Yusuf et al. Education exclusion and inclusion: policy and implementation in South Africa and India. London: DFID, 2007.

Singh, P.D. and Sanjay Kumar. Social hierarchy and notion of educability: experiences of teachers and children from marginalized and non-marginalized communities. Dalit Studies 3. New Delhi: Deshkal Society, 2010.

Srivastava, Gouri. A study of the impact of incentive schemes on the progress of education of girls from disadvantaged groups SC, ST, OBC in Rajgarh and Dhar districts of Madhya Pradesh1999-2000. New Delhi: Department of Women’s Studies, NCERT.

Sullivan, Anabay, Nitika Tolani and Malini Trivedi. Educating ‘out-of-school girls’: an assessment of the pehchan project in Rajasthan. Delhi: UNICEF, India, 2005.

The Pratichi (India) Trust. The Pratichi education report II: primary education in West Bengal: changes and challenges. Delhi: Pratichi (India) Trust, 2009.

UNESCO. Overcoming exclusion through inclusive approaches in education: a challenge and a vision. Paris: Unesco, 2003.

UNESCO. EFA global monitoring report: reaching the marginalized. Paris: UNESCO and Oxford University Press, 2010.

Unni, Jeemol. Who is schooled and why? differentials in education. Ahmedabad: Gujarat Institute of Development Research, 1996.