Creating an Equitable Space for Teaching and Learning

Towards Theory and Evidence-based Practice
1. Auflage 2024
ISBN: 978-1-032-52605-8
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 232 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 331 g

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms.

Offering insightful comments on the contemporary issues related to Education in India, the book underlines the need for teachers to draw from the reforms suggested in the New Education Policy 2020 to ensure equitable learning. It aims to develop teachers’ capacity to identify students’ needs and ensure community participation. The book discusses a range of topics such as holistic assessment, reflexive pedagogy, ICT, innovations in education, and inclusiveness among others. While providing theoretical as well as empirical insights on the approaches needed in classrooms for better learning, it also provides anecdotal evidence and case studies to support equity-based education.

The book will be of interest to teachers and researchers of education, vocational education, and teacher education. It will also be useful for educators, educationists, education administrators, Special educators, academicians, policymakers, in-service teachers, teacher educators and teacher trainees.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Singh, Jaya

Agarwal, Tasha

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehungsberatung
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie
• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Regionalwissenschaften, Regionalstudien
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

1. Introduction 2. Policies and Practices around the World: Towards Equitable Spaces 3. Learner Centred Education and the Possibilities on Inclusion 4. Identification and Assessment of Children with Special Needs (CWSN): Status, Gap and Way Forward 5. Experiential Learning: Participating in the interconnectedness of affect, intellect and socio-cultural contexts 6. Learner Centric Curriculum for Equity and Inclusion: From Policies to Practice 7. Learning Difficulties of Marginalised Children and Measures towards a holistic development 8. Pedagogical Engagement to Promote Equity in Classroom 9. Information and Communication Technology and Equity in Education 10. Holistic Assessment of Learners - Decoding NEP 2020 11. Holistic Assessment: Understanding the Need for Ensuring Equitable Assessment of the Learners 12. Alternative Schooling and the Question of Equity in India 13. An Examination of Impact of Primary School Closures in Delhi and the Response of Parents from Lower-Income Households 14. Online education and teachers’ experience: An exploratory study

Über Autor(innen)

Jaya Singh is Professor, Department of Education in Social Sciences (DESS), National Council of Educational Research and Training (NCERT), New Delhi, India.

Tasha Agarwal is PhD Scholar, School of Development Studies, Ambedkar University Delhi, New Delhi, India.