J. Krishnamurti and Educational Practice

2018 ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Philosophy ◽  
Educational Practice ◽  
Educational Institutions ◽  
Educational Thought ◽  
Rural And Urban ◽  
Educational Processes ◽  
Urban India ◽  
Education And Society ◽  
Different Parts

First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.

COVID-19 and Inequities in Education

2021 ◽  
pp. 362-385
Author(s):  
Panchali Banerjee ◽  
Sayoree Gooptu
Keyword(s):  
Inclusive Education ◽  
Traditional Classroom ◽  
Indian Education ◽  
Educational Institutions ◽  
Digital Medium ◽  
Economic Disparities ◽  
Rural And Urban ◽  
The World ◽  
Urban India ◽  
Traditional Classroom Teaching

The education sector has been one of the major victims of the COVID-19 pandemic. The pandemic has widened the infamous digital divide, which has wreaked havoc across the world. Accounting for the pandemic-induced academic institution closures, Indian educational institutions have tried to accommodate a digital medium of education to replace the traditional classroom teaching model. In this chapter, the authors reflect on the behavioral change of the pedagogical delivery as a response to the new normal, which has also put forward a wide digital disparity that entails inequities in the delivery of education to both rural and urban beneficiaries. The authors analyze how COVID-19 adds fuel to the existing socio-economic disparities making inclusive education a severe challenge, thereby amplifying the existing loopholes of the Indian education system in terms of disparate educational infrastructure across rural and urban India. The authors also suggest some potential solutions to combat the COVID-19-induced inequities in education in India's context.

scholarly journals DEVELOPMENT OF PROFESSIONAL READINESS OF EDUCATION MANAGERS FOR SYSTEMIC ORGANIZATION OF INCLUSIVE EDUCATION

2019 ◽  
pp. 104-121
Author(s):  
Valentyna Nechyporenko ◽  
Valentyna Yastrebova
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Physical Therapists ◽  
Online Communication ◽  
Postgraduate Education ◽  
Educational Practice ◽  
Practical Experience ◽  
Educational Institutions ◽  
Modern Theory ◽  
Education Managers

The article analyzes the results of scientific research and innovative educational practice in Ukraine and foreign countries. These results highlight the urgency of the problem related to the development of professional readiness to the systematic organization of inclusive education among education managers. Based on the experience of Khortytsia National Educational Rehabilitation Academy, it was proved that the priority for the development of professional readiness among inclusive education managers is the educational and rehabilitation direction of postgraduate pedagogical education, the possibility to involve leading scientists and experienced practitioners who can demonstrate the inclusive management at work. The article gives arguments for the conceptual statement that an important prerequisite for the success of the inclusive managers’ activity is their professional understanding of the role played by the key specialists of the educational and rehabilitation area of expertise (primary school teachers, assistants of inclusive class teachers, assistants of rehabilitation teachers, tutors of special and inclusive educational institutions, speech therapists, defectologists, social teachers, practical psychologists, consultants of psycho- pedagogical medical institutions, physical therapists, rehabilitation therapists, inclusive education methodologists) in creation of inclusive general education space. The article analyses the content of refresher courses for managers of inclusive educational institutions, which is determined by the priorities of studying the modern theory of educational and rehabilitation management, particularly, advantages, limitations and specifics in the use of basic management approaches: systemic, strategic, program- targeted, adaptive, informational, participative, distributive and network management. Based on the analysis of practical experience, the article highlights possibilities for arranging postgraduate education courses under the "Inclusive Manager" program, which implies the use of interactive consulting forms of advanced training for managers: "Management in the Context of Inclusive Education" training courses, "Management of Inclusive Institution” workshop, organization of work for the "Studio of Inclusive Manager" innovative professional association, providing professional online communication and consulting of participants in the "Successful Head of Inclusive Education” blog.

scholarly journals Resignificación de la práctica pedagógica desde la perspectiva de inclusión educativa

2016 ◽  
Vol 1 (1) ◽  
pp. 7
Author(s):  
Nayibis Cano Acevedo ◽  
María Claudia Ramos Espitia
Keyword(s):  
Inclusive Education ◽  
Universal Design For Learning ◽  
Educational Practice ◽  
Educational Process ◽  
Equal Treatment ◽  
Continuous Training ◽  
Learning Abilities ◽  
Educational Processes ◽  
Design For Learning ◽  
The Face

La inclusión es más que acceso, implica minimizar las barreras que impiden la participación y el aprendizaje. Este estudio de caso interpretativo analiza las posibilidades de resignificación de las prácticas pedagógicas de los maestros con la mediación de las didácticas flexibles basadas en el Diseño Universal para el Aprendizaje (DUA). Para ello, busca develar nuevas posibilidades de enseñar en contextos de vulnerabilidad social atendiendo a la diversidad como valor que enriquece el proceso educativo. Ante una educación homogeneizante e igualitaria que no atiende a la diferencia, se procura por una propuesta educativa en la que se aprenda no solo a vivir y aprender de las diferencias. Los resultados evidencian que persisten en los maestros imaginarios que presentan la diversidad como sinónimo de dificultad que entorpece el proceso, ya que la pedagogía que emplean se basa en modelos tradicionales de enseñanza que invisibilizan la diferencia y se da un trato igualitario para todos los aprendices, además consideran no estar suficientemente preparados para abordar la diversidad desde el aula. A partir de un proceso de reflexión sobre su quehacer, los maestros reconocen la necesidad de una práctica resignificada que facilite el desarrollo humano de los aprendices en todas sus dimensiones y potencialice al máximo las capacidades para aprender desde el despliegue de múltiples formas para enseñar, destacándose la necesidad de capacitación continua sobre inclusión educativa y el interés por articular su práctica actual con las didácticas flexibles.Palabras claves: diferencia, diversidad, equidad, igualdad, participación, reflexión.AbstractInclusion is more than access, for it involves minimizing the barriers to participation and learning. This research analyzes the possibilities of resignifying teaching practices with the mediation of the flexible didactics based on the Universal Design for Learning (UDL). The study seeks to reveal new possibilities of teaching in contexts of social vulnerability, attending to diversity as a value that enriches educational processes. In the face of a homogenizing and equal education that does not attend to the differences, it is sought an educational proposal in which it is learned to live not only with the differences, but also to learn of them. Results show that teachers still conceive diversity as a synonym for difficulty that impedes the educational process, since teachers’ methodology is based on traditional teaching models that obscure the differences and gives an equal treatment to all learners. Teachers also consider they are not trained enough to address diversity in the classroom. Based on reflection on their work and on the use of multiple ways of teaching, teachers recognize the need to give new meaning to their educational practice, facilitating learners’ human development and making the most of their learning abilities. Findings also highlight the need for a continuous training on inclusive education and the interest on articulating teachers’ current practices with flexible didactics.Keywords: difference, diversity, equity, equality, participation, reflection.

Classroom Management

2016 ◽  
Vol 1 (1) ◽  
pp. 201
Author(s):  
Elida Kurti
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Important Place ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Intellectual Level

This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.

Educating the Nation’s Youth

2020 ◽  
Author(s):  
Elena Jackson Albarrán
Keyword(s):  
Educational Practice ◽  
Educational Institutions ◽  
Written Texts ◽  
The Waves ◽  
Revolutionary Period ◽  
Clear Goal

From the Porfirian period through the revolutionary decades, Mexican educational institutions implemented the waves of Liberal pedagogical trends that sought to universalize education in order to ensure a healthy, productive citizenry. Ideologies informing educational practice, resulting in sometimes-idealistic or utopian experiments designed to accelerate the intended outcomes. While Porfirian educators privileged written texts and institutional spaces as fundamental civilizing tools, educational experts in the revolutionary period drew from the realities of the proletariat to anchor their experiential-based curriculum, though within limits, and with a clear goal of assimilating the indigenous periphery into the cultural nationalist program.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

Shilpakar Mahasabha in Colonial Uttarakhand: Subjective Representation of Collective Self

2021 ◽  
pp. 2455328X2110267
Author(s):  
Isha Tamta
Keyword(s):  
Caste System ◽  
Educational Institutions ◽  
Mutual Aid ◽  
British Raj ◽  
Collective Self ◽  
Lower Castes ◽  
Colonial Government ◽  
First Time ◽  
Subjective Representation ◽  
Different Parts

The caste system in India got transformed as a consequence of the policies of the British Raj. The introduction of the census under the colonial government, among other things, made the most direct impact because for the first time the castes have been enumerated with great details. As a result, castes immediately not only organized themselves but also formed caste associations in order to get their status recorded in the way they thought was honourable to them. Caste associations emerged over the period to pressurize the colonial administration to improve their rank in the census. This process was especially prevalent among the lower castes in different parts of India. Shilpakar Mahashaba was a case in point in Uttarakhand. Shilpakar Mahasabha claimed new advantages from the state like reservations (quotas) in educational institutions and in the civil service. Subsequently, they also became mutual aid structures. Shilpakar Mahasabha founded schools and hostels for the children of Shilpakars and led a sort of co-operative movement. Some have argued that caste associations acted like a collective enterprise with economic, social and political objectives for their caste.

Understanding electricity billing preferences in rural and urban India: Evidence from a conjoint experiment

2021 ◽  
pp. 105735
Author(s):  
Jason Chun Yu Wong ◽  
Brian Blankenship ◽  
Johannes Urpelainen ◽  
Kanika Balani ◽  
Karthik Ganesan ◽  
...  
Keyword(s):  
Rural And Urban ◽  
Urban India ◽  
Conjoint Experiment

METHODOLOGICAL SUPPORT FOR THE ORGANIZATION OF EXAMS IN TECHNICAL DISCIPLINES DURING DISTANCE EDUCATION

2021 ◽  
pp. 33-41
Author(s):  
A. I. Kondakov ◽  
A. V. Zaitsev
Keyword(s):  
Distance Education ◽  
Simple Form ◽  
Physical Contact ◽  
Educational Institutions ◽  
Direct Physical Contact ◽  
Physical Implementation ◽  
Educational Processes ◽  
E Mail

Current realities have revealed an urgent need for the development and improvement of distance forms of educational processes. The most important of which are to control and obtain assessments of the knowledge of the examinees who are not in direct physical contact with the examiner. This article presents the results of a review and analysis of various forms of organization of distance examinations in technical disciplines. There are revealed the main disadvantages of each form of organization of the remote exam, including those that do not allow recommending them for widespread, widespread use. There is considered in detail physical implementation of the most simple form of conducting a distance exam, called “Assignment by e-mail”. This form has been used many times when organizing remote exams at the BMSTU and can be successfully implemented in educational institutions that do not have their own sufficient experience in distance education.

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