School Education in India
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This volume examines how the public and private domains in school education in India are informed and mediated by current market realities. It moves beyond the simplistic dichotomy of pro-state versus promarket factors that define most current debates in the formulations of educational reform agendas to underline how they need to be interpreted in the larger context. The chapters in the volume present a series of conceptual and empirical investigations to understand the growth of private schools in India; investigate the largely uncontested claims made by the private sector regarding provision…mehr

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Produktbeschreibung
This volume examines how the public and private domains in school education in India are informed and mediated by current market realities. It moves beyond the simplistic dichotomy of pro-state versus promarket factors that define most current debates in the formulations of educational reform agendas to underline how they need to be interpreted in the larger context. The chapters in the volume present a series of conceptual and empirical investigations to understand the growth of private schools in India; investigate the largely uncontested claims made by the private sector regarding provision of superior quality of education; and their ability to address the educational needs of the poor. Further, the book looks at how the private-public dichotomy has been extended to professional identity of teachers and teaching practices as well. Rich in primary data and supported by detailed case studies, this volume will be of interest to teachers, scholars and researchers dealing with education, educational policy, school education and public policy. It will also interest policy makers, think tanks and civil society organisations.
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Autorenporträt
Manish Jain is Associate Professor at the School of Education Studies, Ambedkar University Delhi, India. He had been a school teacher prior to this for 10 years. His teaching and research interests lie at the intersections of history, politics and sociology of education. Archana Mehendale is Professor at Tata Institute of Social Sciences, Mumbai, India, and leads the research programme of the Connected Learning Initiative. She has researched and published in the area of child rights, but more specifically on education law and policy, inclusive education and early childhood education. Rahul Mukhopadhyay is Visiting Faculty with the School of Education, Azim Premji University, Bengaluru, India. His research interests are sociology of education, educational policy, sociology of organisations and anthropology of the state. Padma M. Sarangapani is Professor of Education, Tata Institute of Social Sciences, Mumbai, India. Her current areas of work and research include teacher education, quality in education, culture and education and school systemic change at scale. Christopher Winch is Professor of Educational Philosophy and Policy in the Department of Educational Studies at King's College London. He researches in the areas of philosophy of education, professional knowledge and qualifications and European VET policy tools. He has a long-standing interest in policy issues in education in India.