Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach
| Autor: | Amy Smail |
|---|---|
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Compare: A Journal of Comparative and International Education. 44:613-633 |
| ISSN: | 1469-3623 0305-7925 |
| DOI: | 10.1080/03057925.2013.817225 |
| Popis: | The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continu... |
| Databáze: | OpenAIRE |
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