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| 1 |
ID:
096412
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| Publication |
2010.
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| Summary/Abstract |
This article is constructed as three narratives that are situated within the distinct and separate spatio-temporal contexts of social activism and research of the three contributors. Each contributor's role and position within this context has inflected his/her discursive approach, ranging from a polemical stance to one of empiricism and reflexivity. The article thus presents multiple modes of writing, analysis, and engagement, drawing on participant-observation to oral history documentation, activist experience, and field survey. The trajectory of each contribution is linked and we aim to provide a cohesive account in three voices, offering imbricated views of a pedagogical context in an extremely poor, Muslim slum in Howrah, West Bengal, India. This article-cum-photo essay is also an illustration of how collaborative writing - inclusive of activist experience and academic research - can address the issues of poverty and hope as it examines the role of education in such a context.
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| 2 |
ID:
129423
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2014.
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| Summary/Abstract |
After gaining independence, Uzbekistan created favourable conditions for development of education. Legal framework for working out a national education policy was the imperative of the day. Only on the
basis of a strong cadre policy could the country look forward to development and choose its own path. Adoption of the Constitution of the Republic of Uzbekistan was the first step in this direction that guaranteed all citizens the right to education. It provided that the State shall guarantee free secondary education to all children. Schooling is under the State control.1 Subsequent reforms were undertaken in a
phased manner and these reforms have helped in improving the structure and content of education. This paper deals exclusively with the school education at a time when the country transited from decadent Soviet system to a new system of school education.
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