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.
|Journal||Research in Comparative and International Education|
|Early online date||30 Aug 2016|
|Publication status||Published - 1 Sep 2016|