India being one of the oldest civilizations in the world, the history of education in India is fascinating and can be traced back to the ancient era. Researchers and Historians have shown that from manufacturing the best steel in the world, sintering of Zinc to teaching the world to count, India has been a pioneer in science and technology centuries long before modern laboratories were set up. The contributions of ancient Indians to the community of science can be clearly understood by the well known comment of Albert Einstein, one of the greatest scientists of all times who stated "We owe a lot to the ancient Indians, teaching us how to count. Without which most modern scientific discoveries would have been impossible."
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
This book pays attention to education in India as part of several overlapping stories developed along different axes: stories of dissent, contestations, appropriation and social action. It historicises the enterprise of formal education by paying attention to the numerous policy shifts. Further, it theorises the education policy discourse by analysing the ways in which education is increasingly being shaped by international/transnational knowledge production, actors and norms. Focusing on the cultural politics of education policy production, circulation and translation across different contexts, the book revisits some of the long-standing and unresolved debates on social reforms, justice, nationalism and mobility. Evolution of ideas such as mass education, national education, adult literacy and education through public-private-partnerships showcase the momentous shifts in education policy over the course of last century. Ideas, institutional and economic arrangements, administrative formulations and frameworks for implementation make frequent appearances in the cultural as well as political reading of education policy. In a departure from the traditional policy research, this work sees policy as socially and culturally constructed; connected to questions of power, context and struggle; and part of a number of processes at large.
India's economy is under threat with rising unemployment, Banks in crisis, falling GDP and farmers' unrest making headlines daily. In this brilliant and urgent book, The country's most important economists, including Abhijit Banerjee, Gita Gopinath and Raghuram Rajan, bring together their proposals on how to get the country back on track. Collectively the book provides solutions to the key problems that India is currently facing - labour reforms, healthcare, education and the environment -while also focusing on the vital economic growth of the nation. Rigorously yet accessibly argued, what the economy needs now is a timely and deeply important book.
John P. Hopkins critiques recent efforts to reform Indigenous education in public schools. He centers his critique on Montana State’s innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators to engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail. “A must-read for educational justice across Indian Country.” —K. Tsianina Lomawaima, School of Social Transformation, Arizona State University “This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.” —Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles “Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change.” —Megan Bang, Northwestern University
This book is a comprehensive overview of the history and culture of the peoples who are now known as the First Americans. Author Walter C. Fleming covers the many different tribes that stretched from the Atlantic to the Pacific, including compelling biographies of their greatest leaders. He examines the beliefs, customs, legends and the myriad contributions Native Americans have given to modern society, and details the often tragic history of their conquest by European invaders, their treatment—both historical and recent—under the US government, and the harsh reality of life on today's reservations.
Reforms and Economic Transformation in India is the second volume in the series Studies in Indian Economic Policies. The first volume, India's Reforms: How They Produced Inclusive Growth (OUP, 2012), systematically demonstrated that reforms-led growth in India led to reduced poverty among all social groups. They also led to shifts in attitudes whereby citizens overwhelmingly acknowledge the benefits that accelerated growth has brought them and as voters, they now reward the governments that deliver superior economic outcomes and punish those that fail to do so. This latest volume takes as its starting point the fact that while reforms have undoubtedly delivered in terms of poverty reduction and associated social objectives, the impact has not been as substantial as seen in other reform-oriented economies such as South Korea and Taiwan in the 1960s and 1970s, and more recently, in China. The overarching hypothesis of the volume is that the smaller reduction in poverty has been the result of slower transformation of the economy from a primarily agrarian to a modern, industrial one. Even as the GDP share of agriculture has seen rapid decline, its employment share has declined very gradually. More than half of the workforce in India still remains in agriculture. In addition, non-farm workers are overwhelmingly in the informal sector. Against this background, the nine original essays by eminent economists pursue three broad themes using firm level data in both industry and services. The papers in part I ask why the transformation in India has been slow in terms of the movement of workers out of agriculture, into industry and services, and from informal to formal employment. They address what India needs to do to speed up this transformation. They specifically show that severe labor-market distortions and policy bias against large firms has been a key factor behind the slow transformation. The papers in part II analyze the transformation that reforms have brought about within and across enterprises. For example, they investigate the impact of privatization on enterprise profitability. Part III addresses the manner in which the reforms have helped promote social transformation. Here the papers analyze the impact the reforms have had on the fortunes of the socially disadvantaged groups in terms of wage and education outcomes and as entrepreneurs.
In this commemorative volume, India's top business leaders and economic luminaries come together to provide a balanced picture of the consequences of the country’s economic reforms, which were initiated in 1991. What were the reforms? What were they intended for? How have they affected the overall functioning of the economy? With contributions from Mukesh Ambani, Narayana Murthy, Sunil Mittal, Kiran Mazumdar-Shaw, Shivshankar Menon, Montek Singh Ahluwalia, T.N. Ninan, Sanjaya Baru, Naushad Forbes, Omkar Goswami and R. Gopalakrishnan, India Transformed delves deep into the life of an economically liberalized India through the eyes of the people who helped transform it.
This handbook is an important reference work in understanding education systems in the South Asia region, their development trajectory, challenges and potential. The handbook includes the SAARC (South Asian Association for Regional Cooperation) countries for discussion---Afghanistan, Pakistan, India, Nepal, Bhutan, Bangladesh, and Sri Lanka---while also considering countries such as Myanmar and the Maldives that have considerable shared history in the region. Such a comparative perspective is largely absent within the literature given the present paucity of intra-regional interaction. South Asian education systems are viewed primarily through a development lens in terms of inequalities, challenges and responses. However, the development of modern institutions of education and the challenges that it faces requires cultural and historical understanding of indigenous traditions as well as indigenous modern thinkers and education movements. Therefore, this encompassing referenc e work covers indigenous education traditions, formal education systems, including school and preschool education, higher and professional education, education financing systems and structures, teacher education systems, addressing huge linguistic and other diversities, and marginalization within the formal education system, and pedagogy and curricula. All the countries in this region have their own unique geographical, cultural, economic and political character and histories of interest and significance, and have responded to common issues such as overcoming the colonial legacy, language diversity, or girls’ education, or minority rights in education, in uniquely different ways. The sections therefore include country-specific perspectives as far as possible to highlight these issues. Internationally renowned specialists of South Asian education systems have contributed to this important reference work, making it an invaluable resource for researchers and students of education interested in South Asia.
This unique reader presents a broad approach to the study of American Indians through the voices and viewpoints of the Native Peoples themselves. Multi-disciplinary and hemispheric in approach, it draws on ethnography, biography, journalism, art, and poetry to familiarize students with the historical and present day experiences of native peoples and nations throughout North and South America–all with a focus on themes and issues that are crucial within Indian Country today. For courses in Introduction to American Indians in departments of Native American Studies/American Indian Studies, Anthropology, American Studies, Sociology, History, Women's Studies.
