Titlebook: Curriculum Studies in India; Intellectual Histori William F. Pinar Book 2015 William F. Pinar 2015 Curriculum studies.international studies

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下邊深陷

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ELUDE

https://doi.org/10.1057/9781137376152y of Sagar (Madhya Pradesh, India) and the University of Toronto (Canada) from where he earned a PhD in Education. He is a professor at the Central Institute of Education, University of Delhi, where he also served as its head and dean. In 2004, he was appointed director of the National Council of Ed

overrule

https://doi.org/10.1057/9781137376152ioeconomic disorder and political instability in India after the death of our first prime minister, Jawarharlal Nehru, in 1963. His death first led to the splitting of the Indian National Congress party. in 1969 when his daughter, Indira Gandhi, was the prime minister of the country and, later, to t

aplomb

https://doi.org/10.1057/9781137379641ions impinge on the questions we ask and the answers we give, then this effort to write about curriculum studies needs to take note of the specificity of India. I attempt to understand meaning and construction of the field of curriculum studies in India along two overlapping axes: (a) colonial exper

SPALL

https://doi.org/10.1057/9781137379641culum is confined largely within a framework that allows very little flexibility or modification, in contrast to one which emphasizes the significance of children’s perspectives and their everyday lives. Curriculum in India appears as an “open” subject to the extent that we may all discuss it, write

自戀

https://doi.org/10.1057/9781137379641the present circumstances that press upon us, demanding our attention and threatening to submerge us in the moment at hand. While increasingly influenced globally, these present circumstances are indelibly local, as they encode specific histories the materialization of which creates the world we inh

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