ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Challenges in Implementing NCTE’s ITEP

The recommendations put forth for teacher education programmes in the National Education Policy 2020 are probed in this article. It further examines how the National Council for Teacher Education is expeditiously implementing these recommendations through its recently introduced Integrated Teacher Education Programme. It is noted that the ITEP is afflicted with inherent systemic deficiencies pertaining to pedagogical planning and implementation.

Challenges before Institutions of Eminence in India

This article evaluates the challenges of the Institutions of Eminence scheme from the feedbacks received from the faculty, heads, deans, and directors/vice chancellors of the institutes/universities covered under the scheme. It is concluded that investing in teachers is highly crucial to attain “world-class” status for universities in India.

Reforming Public In-service Teacher Training Systems

The in-service teacher training provided in the public schooling system has often been criticised on grounds of both inefficiency and ineffectiveness. Two principles that can overcome these weaknesses are a “third-space” curriculum built around problem-solving practices of teachers and leveraging the adaptability of online mechanisms for professional development. We describe a large-scale experiment based on these principles. The main lesson is that our training establishments need to develop new technical and academic capabilities, or at least partner with institutions having the necessary expertise.

Deploying Cultural, Social and Emotional Capital

This paper examines the experiences of Anglo-Indian women teaching in Bengaluru’s English medium private schools to understand how they negotiate professional constraints by drawing on Diane Reay’s feminist extension of Pierre Bourdieu’s “forms of capital.” It argues that her concept of “emotional capital” can be used to explain how interviewees attempt to overcome their limited cultural and social capital. We also suggest that Arlie Hochschild’s notion of “emotional labour,” distinct from Reay’s emotional capital, when deployed alongside the latter, highlights the complex negotiations that interviewees undertake. In doing so, this work attempts to contribute a minority perspective to research on schoolteachers’ lives. In the process, it also seeks to extend emotional capital (a concept Reay deployed to explain mothers’ investment in their children) to understand women’s professional experiences.

 

Government School Teachers in India

Ordinary People, Extraordinary Teachers: The Heroes of Real India by S Giridhar, Chennai: Westland Publications, 2019; 389.

Students’ Struggle against Assault on Public Education

Over the past one month, the students of Jawaharlal Nehru University, with the JNU Teachers’ Association standing in solidarity, have built a mass movement against the proposed hike in hostel charges, as they realise that what is at stake essentially is the very idea of public-funded higher education.

Policy and Regulatory Changes in Teacher Education in India: Concerns, Debates and Contestations

The article reviews and discusses policy and regulatory changes or reforms in teacher education in India that have taken place in the last one decade, arguing that it is a highly contested arena in India that is closely tied with the way the academic networks and coalitions operate in the field.

Jisha Murder Case

The brutal rape and killing of Jisha, a Dalit law student in Kerala on 28 April 2016, leads to the question of what the method is to prevent the many other “Jishas-in-waiting,” and whether both teachers and students on campus can put their heads together to build a system of “student community-caring” so that another woman student does not meet a similar fate.

Beech ka Raasta

This field study from Sirohi district, Rajasthan, reveals that, faced with staff shortages, resource constraints and mountains of paperwork, officials and teachers of the primary education department employ a variety of innovations that they term beech ka raasta to deal with challenges and meet targets. This article examines the strategies employed by the lower-level bureaucracy to get the job done in the jugaad framework, suggesting that these tactics are not employed to subvert policy but rather to implement it in the spirit of seva.

Recruitment of Teachers in Universities

Recruitment of Teachers in Universities A Proposal H SRIKANTH In the debate in EPW on the relevance of UGC-NET, the critics (K M Seethi, June 3, A K Bagchi July 29 and Sajid Ibrahim October 7, 2000) have examined how the external actors like the UGC, the central government, the Hindutva forces, etc, have been facilitating the recruitment of not-so-deserving candidates as teachers in the universities. While the points they have raised are not without merit, I feel they have given very little attention to the actual processes that determine the recruitment of teachers in Indian universities. The NET model is no doubt elitist in its approach, but the earlier system of recruitment was no better. There is a need to ensure that our opposition to the anti-people educational policies of the government does not end up as endorsement of all that is polluted and rotten in the university system.

Primary Education : New Labels for Old

Teachers in Orissa’s Non-Formal Education (NFE) Programme are faced with the threat of losing their jobs. These teachers, numbering about 40,000, have been working on a meagre salary of Rs 200 per month since 1996, many of them in remote, inaccessible districts of the state. To draw attention to their plight, early this month seven of the teachers went so far as to set themselves on fire outside the residence of the speaker of the state assembly in Bhubaneswar.

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