|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: Semesters 1/2
Course Coordinator and Team: Manish Jain (C)
Email of course coordinator: email@example.com
Aims/Outline:This course aims to draw attention to and engage with the political nature of education and understand it in relation to the trajectory of democracy, state formation and politics in India. In this process, it aims to address certain gaps in the disciplines of education and political science, where both politics and education have remained at the margins in the respective disciplines as an area of study. Specifically, the aims are to:
- Appreciate the political nature of education and education policies
- Understand the embeddedness and interaction of education with political institutions, processes and ideas
- Analyse the micro politics of education system and institutions
- Begin to examine education as a site of politics
- Analyse relationship between state and education with reference to levels, regions, identity and interest groups and ideologies
- Identify and analyse the political institutions and processes that shape educational policy
Brief description of modules/ Main modules:
Module 1: Understanding politics, state and education
This module will focus on understanding what is the domain of politics and different theorizations of state in India. It also introduces students to the key questions about study of interrelationships of education and politics.
Module 2: Identities, regions and education
In its modern avatar, education is inextricably linked to state and the need to create loyal citizens of the nation-states. This process enacted through educational policies, provision of education, budgetary grants, curriculum, textbooks and schools – their routines and symbolic rituals, construct and rehearse a narrative of the nation as a community. It forges national identity, imaginations of the self and the other. And it acquires a different currency in the context of societies with colonial past. But nation is not the only identity with which people identify themselves. Caste and religious identities and their political mobilisation and consolidation through educational patronage, distribution of resources, contestations about representation of the self and the educational aspirations are key questions dealt with in this module. This unit moves beyond the national in another sense as it tries to locate interaction of politics and education at the level of regions and the local to both understand how and why do regions differ as well as how politics and education are simultaneously global, national, regional and local affairs and concerns.
Assessment Details with weights:
There will be two individual assessments of 50 % weightage each from each modulewhich would focus on examining interrelationship between politics and education with reference to a particular case.
- Menon, Nivedita, Nigam, Aditya and Palshikar, Sanjay (2014).Critical Studies in Politics: Exploring Sites, Selves, Power. Introduction. Hyderabad: Orient Black Swan, pp. 1-18.
- Kaviraj, Sudipta (2010). The Imaginary Institution of India: Politics and Ideas.Chapter 1, On State, Society, and Discourse in India. New York: Columbia University Press, pp. 9-38.
- Stout, Robert T., Tallerico, Marilyn and Scribner, Kent Paredes (1994). Values: the ‘What?’ of the Politics of Education. In Scribner, Jay D. and Layton, Donald H. (Eds.) The Study of Educational Politics: The 1994 Commemorative Yearbook of the Politics of Education Association 1969-1994 (Yearbook of the Politics of Education Association), pp. 5-20.
- Wong, Kenneth K. (1994). The Politics of Education: From Political Science to Multidisciplinary Inquiry. In Scribner, Jay D. and Layton, Donald H. (Eds.) The Study of Educational Politics: The 1994 Commemorative Yearbook of the Politics of Education Association 1969-1994 (Yearbook of the Politics of Education Association), pp. 21-35.
- Acharya, Poromesh (1989). Education and Communal Politics in Bengal: A Case Study, Economic and Political Weekly, 24 (30), pp. PE81-PE90.
- Benei, Veronique (2001).Teaching Nationalism in Maharashtra Schools. In: Bénéï, Véronique and Fuller, Chris. J, (eds.) The Everyday State and Society in Modern India. C. Hurst & Co, London, pp. 194-220.
- Kaul, Rekha (1993). ‘Society, Polity and Education in Karnataka’, Chapter 2 in, idem, Caste, Class and Education: politics of the Capitation Fee Phenomenon in Karnataka. New Delhi: Sage, pp: 38-83.
- Lukose, Litty A. (2009). Education, Caste and the Secular, Chapter 5 in idem, Liberalization’s Children: Gender, Youth and Consumer Citizenship in Globalizing India. Durham and London, Duke University Press, pp: 163-197.
- Madan, T. N. (1972). Caste and Community in the Private and Public Education of Mysore State, in Susanne Hober Rudolph and Lloyd I. Rudolph (Eds.) Education and Politics in India: Studies in Organization, Society, and Policy. Delhi: Oxford University Press, pp: 121-147.
- Mathew, Leya (2018). Aspiring and Aspiration Shaming: Primary Schooling, English, and Enduring Inequalities in Liberalizing Kerala (India).Anthropology & Education Quarterly, 49 (1), pp. 72–88.
- Narain, Iqbal (1972). Rural Local Politics and Primary School Management, in Susanne Hober Rudolph and Lloyd I. Rudolph (Eds.) Education and Politics in India: Studies in Organization, Society, and Policy. Delhi: Oxford University Press, pp: 148-164..
- Priyam, Manisha (2015). ‘Federal Opportunities, State Level Implementation: The Puzzle of Contrasting Outcomes in Andhra Pradesh and Bihar’, Chapter 3, in idem, Contested Politics of Educational Reform in India: Aligning Opportunities with Interests. New Delhi: Oxford University Press, pp: 91-115.
- Rudolph, Lloyd I. and Rudolph, Susanne Hoeber (1983).Rethinking Secularism: Genesis and Implications of the Textbook Controversy, 1977-79, Pacific Affairs, 56: 1, pp. 15-37.
- Shukla, Shrilal (1992). RaagDarbari. Trans. Gillian Wright.New Delhi: Penguin Books.
- Shukla, Shrilal (2008). RaagDarbari. Delhi: RajkamalPrakashan.