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This book examines child-centered education in contemporary Indian policy. Drawing on research conducted in the Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform.

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Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how ´quality´ education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.

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Introduction by the Series Editors; Rupert Maclean .- Acknowledgments.- List of Tables and Boxes.- List of Acronyms and Abbreviations.- 1. Introduction: Pedagogy and Development.- 2. Researching Pedagogic Reform.- 3. The Political Project of Child-centred Education in India .- 4. Education Reform in Karnataka: Two Pedagogies for Development.- 5 . On Being a Teacher: Work Stories in Contexts of Change.- 6. Educating the Rural Child.- 7. Principles of Instruction.- 8. Nali Kali at Mallige Primary School.- 9. Learner-Centred teaching at Kamala Primary School.- 10. Child-centred Pedagogies and the Promise of Democratic Schooling.- Appendix: Notes on Caste.- Index.

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