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. |
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Table of Contents:
- Conceptualizing and setting the stage
- The sociocultural context of education : core concepts of the philosophy underlying the Indian worldview
- Educational systems in India : past and present
- Aims of education contextualized within the socio-cultural context of urban India
- Image of the teacher : roles and responsibilities of the early childhood teacher within an Indian context
- Image of the child : what is developmentally and socially appropriate for children growing up in Indian society?
- Learning to teach : a sociocultural-historical constructivist theory of teaching
- Large class-size in India : contextualizing and demystifying the challenges
- The early childhood curriculum : socioculturally constructed and enacted in the postcolonial third space
- A postcolonial model for aligning early childhood teacher education and classroom practice : balancing Vygotsky and the Veda
- Postcolonial research in early childhood education : reflecting on the process
- Epilogue : current trends in policy and practice.