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The Fictional Scene In England, Immediately After The Second World War, Makes An Interesting Reading. Many Critical Studies Have, In Great Depth, Investigated The Historical Processes To Highlight The Various Directions The Novelists Moved In Then. At The Same Time, There Was A Concurrent And A Deliberate Attempt On The Part Of These Novelists To Discard The Heritage Of Modernism. Iris Murdoch, Who Is One Of The Most Prominent Novelists Of This Period, Also Shared The Distrust Of Her Contemporaries For The So-Called Literary Radicalism. However, She Remains Distinct As A Writer Among Her Contemporaries, In Her Awareness Of The Problems Of The Novel And Language, In Her Adherence, Both To The Idealism About Human Potentiality And Perfectibility That Liberal Humanism Had Contained. But She Is Also Conscious Of The Limited Individual Capacity To Reach That Ideal. Her Creative Career Is Marked By Her Desire To Bring Back To The Novel, Some Of Its Earlier Comprehensive Vision Of Life, Society And Human Character. The Present Book Attempts To Reveal Those Important Areas Of Murdoch S Thought Which Set Her Apart From Other Novelists Writing At That Time. Her Search For Literary Metaphors Which Aim At Restoring To Novel Some Of Its Lost Moorings Is A Significant, Almost Iconoclastic Effort. Taking Help From Her Non-Fictional Treatises, An Attempt Has Been Made In This Book To Highlight The Platonic Burden Of Her Literary And Aesthetic Creed.
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
The present work provides authentic information regarding the current trends and issues in Indian education. Topics discussed are elementary education, Kothari Commission,1966, Yashpal Committee, POA, 1992, education for employment and social development, constitutional provisions of education in India, with special reference to Article 45 (4EE).
Development and Problems of Indian Education in an extremely concise manner, details the history of education in India. The book analyses the work done by the various commissions over the years. Written in a very lucid and engaging style, it also evaluates the current scenario and the new emerging trends and fields in the study of education.
This book examines the policy shifts over the past three decades in the Indian education system. It explores how these shifts have unequivocally established the domination of neoliberal capital in the context of elementary education in India. The chapters in the volume: • Discuss a range of elementary education policies and programs in India with a focus on the policy development in recent decades of neoliberalism. • Analyse policy from diverse perspectives and varied vantage points by scholars, activists, and practitioners, illustrated with contemporary statistics. • Introduce the key curriculum, assessment, and learning debates from contemporary educational discourse. • Integrate the tools and methods of education policy analysis with basic concepts in education, like equality, quantity, equity, quality, and inclusion. A definitive inter-disciplinary work on a key sector in India, this volume will be essential for scholars and researchers of education, public policy, sociology, politics, and South Asian studies.

Indian Education

United States. Congress. Senate. Committee on Labor and Public Welfare. Special Subcommittee on Indian Education

Published: 1969

Total Pages: 1166


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The Total Scenario Of Education Has Been Fully Decorated By Higher Education System. Higher Education Plays The Most Significant Role In The Society As Well As In The Life Of The Individual. High Class Cultured People Come Out From The System Of Higher Education. The Trend Of Higher Education Was Established In Our Ancient Indian Society. Takshasila, Nalanda And Vikramsila Were The Main Centres Of Higher Education. But Modern Higher Education Started In Our Country After The Establishment Of Calcutta, Madras And Bombay Universities In The Year 1857. India Has Occupied The Third Position In The University System In The Global Scenario. A Huge Number Of Colleges And Universities Are Established In India. With The Development Of Colleges And Universities, Problems Of Higher Education Also Increased. The Author Has Analysed And Discussed In This Book About The Development And Problems Of Higher Education Of Our Country In Brief.