Early childhood education, postcolonial theory, and teaching practices and policies in India : balancing Vygotsky and the Veda
- Amita Gupta.
- Revised edition.
- New York : Palgrave Macmillan, 
- Physical description
- xxii, 254 pages ; 24 cm
Education Library (Cubberley)
|LB1507 .G85 2013||Unknown|
- Gupta, Amita, 1959-
- Includes bibliographical references (pages -244) and index.
- Foreword by Leslie R. Williams Preface to the First Edition Preface to the Second Edition 1. Conceptualizing and Setting the Stage 2. The Sociocultural Context of Education: Core Concepts of the Philosophy Underlying the Indian Worldview 3. Educational Systems in India: Past and Present 4. Aims of Education Contextualized within the Socio-cultural Context of Urban India 5. Image of the Teacher: Roles and Responsibilities of the Early Childhood Teacher in India 6. Image of the Child: What Is Developmentally and Socially Appropriate for Children Growing Up in Indian Society? 7. Learning to Teach: A Sociocultural-Historical Constructivist Theory of Teaching 8. Contextualizing and Demystifying the Challenges of Large Class-Size in India 9. The Early Childhood Curriculum: Socio-culturally Constructed and Enacted in the Postcolonial Third Space 10. Aligning Teacher Education and Early Childhood Classroom Practice: Balancing Vygotsky and the Veda 11. Postcolonial Research in Early Childhood Education: Reflecting on the Process 12. Epilogue.
- (source: Nielsen Book Data)9781137009258 20160612
- Publisher's Summary
- Conceptualized within a socio-cultural constructivist and postcolonial paradigm, this book explores a definite tension between "Western" theories of child development and the "Indian" ways of being and thinking. It also provides a richly descriptive and relatively unexamined account of the culturally complex relationship that exists in urban India between formal teacher education programs, national policies, early childhood classrooms, and the urban, middle-class experiences of children and early childhood teachers. The hallmark features of this book lie in the rich examples, research anecdotes, and postcolonial perspectives on the voices of teachers explicitly describing their classroom practice. This book is truly one of the first of its kind, and, now in a revised edition, offers a timely response to educational initiatives of the twenty-first century.
(source: Nielsen Book Data)9781137009258 20160612
- Publication date
- 9781137009258 (alk. paper)
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