Culture and Classroom Reform
The case of the District Primary Education Project, India
Bibliographic Data
| ID | 5844647 |
|---|---|
| Authors | Prema Clarke (corresponding author) |
| Year | 2003 |
| Volume | 39 |
| Issue | 1 |
| Pages | 27-44 |
| Publication date | 2003-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-0068 • E-ISSN: 1360-0486 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03050060302562 |
| OpenAlex | W2158405683 |
| Language | EN |
| Citations received | 19 |
| References cited | 20 |
Reform in teaching and learning forms one of the basic dimensions of educational reform. This study explores the impact of the reform process on teacher thinking and classroom practice in the multi-donor supported District Primary Education Project in Karnataka, India. Using both qualitative and quantitative methodologies, a variety of aspects dealing with teaching and learning are examined in order to understand the extent to which changes are taking place in the classroom. The study analyses the impact of four cultural constructs, which frame teaching and learning in India: holism as a shared worldview that encourages openness to regulation; the hierarchical structure as a regulative social framework; knowledge as discovered and attested collectively; and the 'sense of duty' that defines the role of the teacher (and student). The conclusion of the study is that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely rote and repetition has not changed. Both teachers' openness and resistance to reform are portrayed as embedded in the cultural construction of teaching and learning
Holism · Openness to experience · Rote learning · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Teacher Education and Leadership Studies
Mind or Virtue
‘So basically I have to speak less and give students some freedom’
Shifting teachers’ practice in early mathematics classrooms in Ghana
Regulative discourse, ritual and the recontextualising of education policy into practice
Exploring the interrelationship between culture and learning
Quality and Determinants of Primary Education in Rural India
Dhyaan se
Demonstrating a situated learning approach for in-service teacher education in rural India
Taiwanese teachers’ implementation of a new ‘constructivist mathematics curriculum’
Lesson observation and quality in primary education as contextual teaching and learning processes
Working children and educational inclusion in Yemen
The inclusion of inclusive education in international development
Child-centred education and the promise of democratic learning
The impact of primary schooling expansion on adult educational attainment, literacy, and health
Beyond the polarization of pedagogy
Conducting research in Confucian Heritage Cultures
Civilising pedagogies
Multilevel Exclusion of Dalit Students in Professional Elite Colleges of India
Children's reconstruction of psychological knowledge
In Search of Self in India and Japan
A Revolution in One Classroom
Teachers’ Beliefs and Educational Research
Orientations, purposes and reflection
Operation blackboard
Why education projects in developing countries fail
Social Class, Educational Opportunity and Equal Entitlement
Nomads and Education For All
Culture in Action
Research on Teacher Thinking
Culture in Action
The Knower and the Known
| Unique citing works | 19 |
|---|---|
| Citations per year | 0.9 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 19 |