Abstract/Notes: Paper read at All-India Conference of Educational Associations, Madras [Chennai], 1957. Also published in: Bulletin of the Childhood and Home Education Section; and Around the Child, 4 (1959), p. 20-24.

Language: English

Published: Kanpur, India: [s.n.], 1958

Abstract/Notes: This 4-volume self-published publication is an autobiographical account of the author's time and experiences in India during the first half of the twentieth century.

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: This 4-volume self-published publication is an autobiographical account of the author's time and experiences in India during the first half of the twentieth century.

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: This 4-volume self-published publication is an autobiographical account of the author's time and experiences in India during the first half of the twentieth century.

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: This chapter traces the historical trajectory of the discipline of education in India with a special focus on one of the foundations of education, i.e., psychology. It maps the emergence and shifts in the imagination, discourses, and practices of psychology as a foundation to understand how the contours of education, as a discipline, was being fashioned at various historical junctures in India in interactions with and influence on global discourses. The chapter uses various annual, quinquennial, commission, and committee report, syllabi and examination papers, research trends to trace and reconstruct the beginnings, continuities, and disjuncture at various points and across several sites. It draws attention to the interlinkages between the child study movement and education both globally and in India. It critically examines the deployment of categories/frameworks of deficit, ‘deprivation’ and developmentalism in the syllabus and researches to construct the ‘child’, to coalesce anxiety around the adjustment of the adolescent, and blame/mobilise the family in the projects to achieve and contribute to ‘social control’ and ‘discipline’. The chapter argues that psychology, with its paraphernalia of concepts and tools to measure and classify the children has brought more harm to education than contribute to removing the conditions that produce and reproduce ‘deficits’.

Language: English

Published: London, England: Routledge India, 2024

Edition: 1st ed.

ISBN: 978-1-00-332942-8