Early childhood education, postcolonial theory, and teaching practices and policies in India : balancing Vygotsky and the Veda /
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 acco...
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| Format: | Book |
| Language: | English |
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New York :
Palgrave Macmillan,
2013.
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| Edition: | Revised edition. |
| Subjects: |
| 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. |
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| Item Description: | First edition published in 2006. |
| Physical Description: | xxii, 254 pages ; 24 cm. |
| Bibliography: | Includes bibliographical references (pages 233-244) and index. |
| ISBN: | 9781137009258 (alk. paper) 113700925X (alk. paper) |