Social Science Learning in Schools

Perspective and Challenges
1. Auflage 2010
ISBN: 978-81-321-0296-0
Verlag: Sage Publications India

Buch, Englisch, 364 Seiten, Format (B × H): 184 mm x 241 mm, Gewicht: 586 g

Social Science Learning in Schools: Perspective and Challenges locates the teaching and learning of social science within the larger perspective and aims of education. It emphasizes the need to take the teaching of social science beyond the confines of contemporary ideological debates, into the realm of pedagogical theory. It presents critical perspectives on curriculum design, textbook development and social science pedagogy.

Discussions on pedagogy are situated in analyses of Eklayva's social science textbooks which were in use for over 15 years in government schools in Madhya Pradesh. The book explores the integral role of the teacher, importance of textbooks, and methods of social science enquiry in school teaching-learning. It interrogates integrated approaches to social science education, and notions of nationalism and identity.

The book will serve as a seminal social science text for Indian elementary teacher education programmes. University departments of education, research institutions, NGOs and development organisations working in education, literacy and child development will find it an invaluable elementary education resource.

Autoren/Hrsg.

Batra, Poonam

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Geistes- und Sozialwissenschaften (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword - Romila Thapar

Preface
PART ONE: SOCIAL SCIENCES IN SCHOOL CURRICULA AND THE EKLAVYA STORY
Introduction - Poonam Batra
Reconstructing the Curricular Development Process: the Insider's Narrative - The Eklavya Team
PART TWO: SUBJECT AND PEDAGOGIC PERSPECTIVES: A CRITICAL REVIEW
Civics Curriculum and Textbooks - Amman Madan
Geography Curriculum and Textbooks - Yemuna Sunny and Kamala Menon
History Curriculum and Textbooks - Tripta Wahi

Social Science Texts: A Pedagogic Perspective - Poonam Batra and Disha Nawani
PART THREE: TEXTS, CLASSROOMS AND THE LEARNER
Dynamics of Knowledge and Praxis: A View From the field - The Eklavya Team
Conclusion - Poonam Batra
Epilogue - The Eklavya Team
Glossary
Index

Über Autor(innen)

Batra, Poonam
Poonam Batra is one of India’s leading elementary and teacher education academics with over a 25 years of experience in teaching, research, training, management and consultancy. She is Professor of Education at University of Delhi where she co-created the framework for the Bachelor of Elementary Education (B.El.Ed.), India’s much celebrated four-year professional elementary teacher education programme in the 1990s. Professor Batra was awarded the prestigious national Jawaharlal Nehru Fellowship in 2007 for research on Teacher Education and Social Change. She has published internationally and domestically in areas of public policy in education, elementary education curriculum and pedagogy, developmental and educational psychology and gender studies. Professor Batra has co-authored a number of key educational policy documents including the Draft National Curriculum Framework for Teacher Education (NCERT/NCTE, 2006; 2009); XI Plan Working Group Report on Teacher Education (Planning Commission, 2007); and the section on Education and Women’s Equality in review of the New Policy on Education (NPE, 1986). She has had a long association with the Eklavya elementary and social science programmes in Madhya Pradesh.