Abstract/Notes: This study analyses five educational projects in India that are supported by German Agro Action (GAA) and the European Union (EU) and are executed on the ground by Indian NGOs. Located in different geographical parts of India, the projects follow different ideological and pedagogical approaches. The study does not claim, especially given the size and diversity of Indian society, to represent the Indian educational situation as a whole. Rather, it intends to elucidate some alternative approaches adopted by the specific projects to overcome the existing shortcomings of the Indian primary educational system. Using a range of qualitative indicators pertaining to the educational philosophy of the organisations, their curriculum, pedagogy, relationship with the state, relevance, effectiveness etc. the study critically reflects on each of the project, each of which works in areas where educational facilities are not easily accessible. The study thus helps further understanding about how the deficiencies of primary education in India, with regard to the underprivileged sections of the Indian society in particular, can be innovatively addressed. It should be noted that all findings and interpretations are those of the study team and do not necessarily represent those of GAA.

Language: English

Published: Bonn, Germany, Nov 2006

Abstract/Notes: This is a reprint of Trudeau's thesis/dissertation

Language: English

Published: Hawaii: Hawaii Print Corporation, 1984

Language: English

Published: Bombay, India: Orient Longmans, 1955

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958

Abstract/Notes: This chapter involves a deeper investigation into the work of various Indian educationists and thinkers, exploring their visions, recommendations, and direct and indirect impact on practice and policy. Notably, they call for an education for both an inner renewal and a social change, both through the process of education and as a result of it. This brings about an education that is intrinsically harmonious and also leads to an education for harmony. The chapter also introduces some of the alternative schools that the book draws upon, not only providing context to the schools, but also striving to create an immersive experience for the reader.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Abstract/Notes: Develops an expanded vision of holistic education that emphasizes togetherness and harmony. Foregrounds teachers' voices and lesser heard philosophies, voices, and practices from the global south. Proposes a pedagogy for creating a continuum harmonious lived experiences

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Abstract/Notes: This book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in England.

Language: English

Published: New York, New York: Cambridge University Press, 2019

ISBN: 978-1-108-49833-3

Language: English

Language: English