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Understanding global processes in action: Educational challenges and opportunities in India

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Abstract:

This presentation highlights the early stages of a participatory research study located in India. The study focuses on the challenges facing us, as Indian-American researchers situated in an American research institution, as we enter into collaborative partnerships with in-country NGOs. Specifically, we focus our attention on ongoing conversations with three large Indian NGO’s, each of whose mission is similar – to interject new possibilities in already existing government run schools across India.
Our participatory model for research is based on the belief that local voices are intrinsic to developing any sophisticated educational intervention. As importantly, non-local voices provide a unique and necessary perspective as their distance allows them to perceive and connect local developments in different regions together in global discourses (Tsing, 2005). Thus, this approach can offer novel insights into how global processes unfold in local contexts.
We are working under the assumption, based on post-colonial theories, that India as a former British colony and as a contemporary liberal state is deeply influenced by western forms of rationality. While notable scholars have examined many of these discourses within the Indian context, western educational thought and the explicit application of western pedagogy has been under-examined (Spivak, 1999; Chakrabarty, 2000). The result has been an over-reliance on quantitative educational studies that obscure the issues that impact marginalized communities (Ramachandran, 2003). We argue that in order to understand the specific challenges faced by the urban underprivileged, researchers need to attend to the lived experiences of those involved in the educational process.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492961_index.html
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MLA Citation:

Shankar, Arjun. and Dattatreyan, E. Gabriel. "Understanding global processes in action: Educational challenges and opportunities in India" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492961_index.html>

APA Citation:

Shankar, A. and Dattatreyan, E. "Understanding global processes in action: Educational challenges and opportunities in India" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492961_index.html

Publication Type: Panel Paper
Abstract: This presentation highlights the early stages of a participatory research study located in India. The study focuses on the challenges facing us, as Indian-American researchers situated in an American research institution, as we enter into collaborative partnerships with in-country NGOs. Specifically, we focus our attention on ongoing conversations with three large Indian NGO’s, each of whose mission is similar – to interject new possibilities in already existing government run schools across India.
Our participatory model for research is based on the belief that local voices are intrinsic to developing any sophisticated educational intervention. As importantly, non-local voices provide a unique and necessary perspective as their distance allows them to perceive and connect local developments in different regions together in global discourses (Tsing, 2005). Thus, this approach can offer novel insights into how global processes unfold in local contexts.
We are working under the assumption, based on post-colonial theories, that India as a former British colony and as a contemporary liberal state is deeply influenced by western forms of rationality. While notable scholars have examined many of these discourses within the Indian context, western educational thought and the explicit application of western pedagogy has been under-examined (Spivak, 1999; Chakrabarty, 2000). The result has been an over-reliance on quantitative educational studies that obscure the issues that impact marginalized communities (Ramachandran, 2003). We argue that in order to understand the specific challenges faced by the urban underprivileged, researchers need to attend to the lived experiences of those involved in the educational process.


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