Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how 'quality' education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.

Opens out the much needed critical discussion about the politicisation of pedagogy in international and national education policies and programs Makes an important contribution to the emerging body of qualitative sociological research in education development Analyses the ways in which rapid and uneven economic expansion in India shapes discourses of education, development and poverty reduction

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Introduction by the Series Editors; Rupert Maclean.- Acknowledgments.- List of Tables and Boxes.- List of Acronyms and Abbreviations.- 1. Introduction: Pedagogy and Development.- 2. Researching Pedagogic Reform.- 3. The Political Project of Child-centred Education in India.- 4. Education Reform in Karnataka: Two Pedagogies for Development.- 5. On Being a Teacher: Work Stories in Contexts of Change.- 6. Educating the Rural Child.- 7. Principles of Instruction.- 8. Nali Kali at Mallige Primary School.- 9. Learner-Centred teaching at Kamala Primary School.- 10. Child-centred Pedagogies and the Promise of Democratic Schooling.- Appendix: Notes on Caste.- Index.