Pedagogy and quality in Indian slum school settings: a Bernsteinian analysis of visual representations in the Integrated Child Development Service (ICDS)

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Abstract

This paper focuses upon the micro level of the pre-school classroom, taking the example of the IndianIntegrated Child Development Service (ICDS), and the discourse of ‘child-centred’ pedagogy that isoften associated with quality pre-schooling. Through an analysis of visual data, semi structured andfilm elicitation interviews drawn from a pilot study of six ICDS settings (anganwadis) within two Mumbai slums, Bernstein’s ideas about social relations of pedagogy are used to explore modalities ofpedagogic practice. The paper argues that the forms of pedagogy that were observed are not yetreconciled with current notions of quality pedagogy that underpin the PSE (pre-school education)component of the ICDS, but that there is scope for a weakened framing that may allow for a morecontextualised version of child-centred pedagogic discourse.
LanguageEnglish
Pages298-321
JournalResearch in Comparative and International Education
Volume11
Issue number3
Early online date30 Aug 2016
DOIs
StatusPublished - 1 Sep 2016

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slum
school
preschool education
discourse
pedagogics
micro level
Social Relations
classroom
interview

Cite this

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abstract = "This paper focuses upon the micro level of the pre-school classroom, taking the example of the IndianIntegrated Child Development Service (ICDS), and the discourse of ‘child-centred’ pedagogy that isoften associated with quality pre-schooling. Through an analysis of visual data, semi structured andfilm elicitation interviews drawn from a pilot study of six ICDS settings (anganwadis) within two Mumbai slums, Bernstein’s ideas about social relations of pedagogy are used to explore modalities ofpedagogic practice. The paper argues that the forms of pedagogy that were observed are not yetreconciled with current notions of quality pedagogy that underpin the PSE (pre-school education)component of the ICDS, but that there is scope for a weakened framing that may allow for a morecontextualised version of child-centred pedagogic discourse.",
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