Archive for the ‘Alternate Education’ Category

    Digantar, as a school, started in 1978 and was registered as an organization in 1989. So I cannot tell you everything that Digantar did or which we learnt, or what Digantar’s various kinds of activities were. I am going to deliberately select a few things which I believe might be useful to you. And therefore this wouldn’t be a very consistent presentation or story. Digantar was not started as an   Read More ...

    Reading, scientific and mathematical literacies are considered essential for full participation in the modern ‘knowledge societies’ (OECD, 2009). And of the three literacies, reading literacy is considered especially important as it forms the ‘bed-rock’ on which other forms of literacies are formed. Scientific research on ‘reading education’, thus, expectedly, has had a long history in developed nations; and in the United States, in particular, the government has spent millions of   Read More ...

    Anand Niketan, Wardha is a remarkable school. Run in the same premises where Gandhi started an experiment in education in 1937, it draws inspiration from his educational philosophy; and is playing a leading role today in redefining Nai Taleem (also called Basic Education or Buniyadi Shiksha) within the purview of modern curricular and Boards' requirements. What follows is an interview with Sushma Sharma, who was instrumental in restarting the school in 2005 and continues to lead its growth and development today.

    Categories: Alternate Education

    Anand Niketan, Wardha is a remarkable school. Run in the same premises where Gandhi started an experiment in education in 1937, it draws inspiration from his educational philosophy; and is playing a leading role today in redefining  Nai Taleem (also called Basic Education or Buniyadi Shiksha) within the purview of modern curricular and Boards’ requirements. What follows is an interview with Sushma Sharma, who was instrumental in restarting  the school in   Read More ...

    Categories: Alternate Education

    “While [the children] may not be physically punished…a strong message is communicated to them that if they want to be accepted by the teacher and the society, they have to renounce any allegiance to their home language and culture. [W]hen the message, implicit or explicit…is “Leave your language and culture at the schoolhouse door” children also leave a central part of who they are, their identities-at the schoolhouse door.”  (Cummins,   Read More ...

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