Programme Head: Anitha Kurup
The EDUCATION PROGRAMME at NIAS is a consolidation of work in various projects and academic activities conducted at the institute for nearly two decades. Drawing on a range of experiences, the PROGRAMME is premised on observations that the education system in India, at all levels, is entrapped in several contradictions. On the one hand, mass elementary education remains limited with problems of access, equity and quality, while on the other hand, select specialized institutions of higher education are celebrated for the generation of creative and global talent. Even as existing institutions face a crisis in management and quality, several new, private institutions are catering to differential financial capabilities of households. The challenges are multiple: how to provide equal and quality education to all? What models and practices of education are suitable for a diverse population? How can local and national priorities be matched with the pressures of global regimes? What linkages must education institutions have with the social, political and economic worlds of the people? Attempting to address these challenges and drawing on the institutional mandate of inter/multi-disciplinary research, the Education Programme focuses on connecting research with teaching, advocacy and policy. Our work has found audience in diverse forums including academic journals, national and international conferences, teach-ins, government expert committees, governing boards of educational institutions among others. In addition to the scholars from around the world, we have collaborated with students, teachers, administrators, government officials and civil society organisations.
Research Focus and action engagements (2010-2020)
Building on our work in education for over two decades, the education programme is set to expand in the next few years, focusing on the themes that deserve urgent, deep engagements. Our focus, ‘Reaching the Unreached’ draws attention to the critical problems in education that have hitherto received little attention. Working on all levels of education and interacting with different stakeholders, we have been involved in identifying trends, reviewing schemes and policies, drafting reports and collaborating around issues involving meaningful, viable visions of education. We have identified the following four broad, thrust areas:
(1) Education of the Gifted and Talented
(2) Gender and Higher Education
(3) Women in STEM disciplines
(3) Education and Marginalised Communities
(4) Vocational Education.
The following four are identified as thrust areas:
- Education of the Gifted and Talented
- Gender and Higher Education (Women in the STEM Disciplines; Women and Leadership)
- Education and Exclusion
- Vocational and Higher Education.
The Education programme at NIAS collaborates with a number of institutions, scholars, teachers and policy makers. A list of collaborating institutional partners and researchers is given below:
- Agragami Adivasi Samiti
- Bhasha Research, Gujarat
- National Centre for Advocacy Studies, Pune
- National Adivasi Solidarity Council
- Dr.Laura Grindstaff, UC Davis, California, US
- Dr.Marcy Delcourt, University of Connecticut, US
- Dr. Joseph Renzulli, University of Connecticut, US
- Dr.Manabu Sumida, Ehime University, Japan
- Dr. Stephen Tommis, HKAGE, Hong Kong
- Dr. Jyoti Sarma, Delhi University, India
- Dr. Ajit Basu, Agastya Foundations, India
- Dr. Swatee Bapat, Swanand Foundation, India
- Dr. Jayan, Life Long Learning Foundation, India
- Dr. Shekar Sheshadri, NIMHANS, India
- Dr. Jamuna Rajan, NIMHANS, India
- Dr. Ankur Madan, Azim Premji University, India
- Dr. S. Mohan, IISc., India
- Dr. Karuna Chanana, JNU, India
- Dr. C.S. Nagaraju, ISEC, India
- Dr. Padma Sarangapani, ISEC, India
- Dr. Gautam Biswas, IIT, Gauhati, India
K, J., 2018. Education, Migration and Human Development: Kerala Experience, Rawat Books. Available at: https://www.rawatbooks.com/education/education-migration-and-human-development.
Tukdeo, S., 2018. Beyond deaths in school: education, knowledge production, and the Adivasi experience. Qualitative Research Journal. Available at: http://www.emeraldinsight.com/doi/abs/10.1108/QRJ-D-17-00054?journalCode=qrj#.WpbZovkhlZ0.gmail.
Mathew, L., 2017. Betrayed futures: Uneconomic schooling in liberalizing Kerala (India). In Anthropological perspectives on student futures. Anthropological Studies of Education. Anthropological perspectives on student futures. Anthropological Studies of Education. Palgrave Macmillan, pp. 103-118.
Kurup, A. & Singai, C.B., 2017. Redefining University Education in India: Pedagogy and Student Voices. In Transforming Teaching and Learning in Higher Education: Towards a Socially Just Pedagogy in a Global Context. Transforming Teaching and Learning in Higher Education: Towards a Socially Just Pedagogy in a Global Context. Palgrave Critical University Studies: Springer , pp. 175-190 .
Salam, J., 2017. Invoking the True Spirit of Vocational Education. The New Leam: Pedagogy, Aesthetics, Imagination, 3(21).
Salam, J., 2017. Manipuris and Sharmila Irom. Economic and Political Weekly, 52(12), p.5. Available at: http://www.epw.in/journal/2017/12/letters/manipuris-and-sharmila-irom.html.
Samhita, K., 2017. The Turbulence of Youth and the Importance of a Master. The New Leam, 3(25). Available at: http://thenewleam.com/2017/06/the-turbulence-of-youth-and-the-importance-of-a-master/.
Dixit, S. & Rout, B.Chandra, 2017. Writing History: Truth and Ideology. The New Leam, 3(22-23), pp.5-7. Available at: http://thenewleam.com/2017/03/writing-history-truth-and-ideology-by-shalini-dixit-and-bharat-chandra-rout/.
Mathew, L., 2017. Mandated Resistance, Embodied Shame: The Material and Affective Contours of a TESOL Method. TESOL Quarterly , November 2017. Available at: http://onlinelibrary.wiley.com/doi/10.1002/tesq.420/full.
Kapur, M., 2016. Psychological perspectives on childcare in Indian indigenous health systems, New Delhi: Springer India. Available at: http://eprints.nias.res.in/797/.
Arkalgud, R. et al., 2016. India's national higher education policy recommendations since independence: An ontological analysis. Journal of Educational Planning and Administration, 30, pp.5–24. Available at: http://eprints.nias.res.in/1136/.
Kurup, A. & Dixit, S., 2016. Gifted with Disabilities: The Twice Exceptional in India. Indian Educational Review, 54(2), pp.7-25. Available at: http://eprints.nias.res.in/1713/.
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- 23 Aug 2017 NIAS Wednesday Discussion: “Policy Recommendations and Policy Change: Connections, Gaps and Contradictions" by Chetan Singai, Lecture Hall, NIAS, 0930 hrs
- 7 Jun 2017 NIAS Wednesday Discussion: “Living others' Histories with our Memories: Identity, social conflict and education” by Shalini Dixit, Lecture Hall, NIAS, 0930 hrs
- 31 May 2017 NIAS Wednesday Discussion: "Whose Right To Education (RTE) Is It Any Way?" by Malavika Kapur, Lecture Hall, NIAS, 0930 hrs
- 9 May 2017 to 11 May 2017 NIAS Summer Workshop: "Fifth Summer Workshop for Children Under NIAS Gifted Education Programme - Exploring Excellence with Nature, Science and Art"
- 22 Feb 2017 NIAS Wednesday Discussion: “Number Representation: Utility, Aesthetics & Innovation” by Dr Shailaja D Sharma, Lecture Hall, 9.30hrs
- 27 Jan 2017 to 28 Jan 2017 Consultation Meeting : "Women in STEM"
- 24 Jan 2017 to 25 Jan 2017 Seminar : "Contesting Exclusions in Higher Education: Pedagogy, Practices and Politics"
- 2 Nov 2016 NIAS Wednesday Discussion: “Sociology of Right to Education: A Dynamic View through Northeast India” by Jeebanlata Salam, Lecture Hall, 0930 hrs
- 14 Sep 2016 NIAS Wednesday Discussion: "Sociology of Right to Education: A Dynamic View" by Dr. Jeebanlata Salam, Lecture Hall, 0930 hrs
- 19 Aug 2016 NIAS Public Lecture: “The Golden Spiral: Connecting Education, Innovation and Translation” by Dr. B. Ravi, Lecture Hall, 1530 hrs