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  • Dar, A (2016). South Asian Youth Groups. In Simon Bronner and Cindy Dell Clark (Eds). Youth Cultures in America (641–45). 2 Volumes. Santa Barbara, CA: ABC-CLIO Greenwood.
  • Nag, S (2017). Theoretical assumptions regarding the mind-culture-language relationship underlying models of multilingual education in India and their impact on resulting practices. In Coleman, Hywel (Ed.), Multilingualisms and Development (pp. 131–150). London: British Council.
  • Navani, M. T. (2017). Expanding higher education in India: The challenge for equity. In Graeme Atherton (Ed.). Access to higher education: Understanding global inequalities (pp. 109–120). London: Palgrave.
  • Rai, P (2016). The role of building common knowledge in teacher development. The Learn Today Journal, 1(2), 1–8.
  • ——. (2017). Building and using common knowledge for developing school-community links. In Anne Edwards (Ed.), Working relationally in and across practices – a cultural-historical approach to collaboration (pp. 96–112). New York: Cambridge University Press.
  • Sharma, G (2016). Reversing twin ideals of Right to Education: No Detention and Continuous Comprehensive Evaluation. Economic and Political Weekly, 51(9), 85–89.
  • —— (2016). Shaping everyday educational vocabulary: State policy and a slum school. In A. K. Singh (Ed.), Education and empowerment: Policies and practices (Vol. 1, pp. 275–292), Delhi: Routledge.
  • Thapliyal, M and Chahil, M (2016, August 21). “In New Draft HRD Policy, Modi Government’s casual plagiarism continues”. The Wire.