This work presents the first ever broadband (0.7-25.0 keV) timing and spectral analysis of Be-HMXB 2S 1417-624 during its 2021 outburst. Using AstroSat observations, coherent pulsations at ∼17.36633 s (MJD 59239.082) were detected in 0.7-7.0 keV SXT and 3.0-25.0 keV LAXPC data. The pulse profile was dual peaked at all energies, with the relative intensity of main peak increasing with energy. The peaks in the SXT profiles were broad and comprised of several mini-structures. The LAXPC profiles were relatively smooth and had higher pulsed fraction which increased with energy. The SXT+LAXPC simultaneous energy spectrum is well described by an absorbed power-law with exponential cut-off, along with ∼1.6 keV black body component and 6.47 keV emission line. A model comprising of an absorbed power law with high energy cutoff plus a partial covering absorber and Gaussian emission line also fits the spectrum quite well. These results have been compared with timing and spectral features during the previous outbursts of this transient pulsar.

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This paper examines the discourses, visions and ideologies that have shaped the ideas about civics, citizen and human rights education in India over the last one-and-a-half decades. It tries to assess the congruence of the aims of human rights education with the existing understanding andpractice of civics in India.

The idea of citizen and the school discipline of civics, which is entrusted with the responsibility to create an ideal citizen, have colonial imprints. Both citizenship and civics have traversed through postcolonial histories of nation-building, state formation, modernity, and democracy/authoritarianism in South Asian nation-states of India and Pakistan. In the context of globalization, the idea of a citizen has also been marked with discourses of global citizenship, identity-based movements, and a reassertion of nationalism. This chapter situates civics in the context of these histories and transitions. Drawing on existing research, it also analyses the contestations over inclusions and exclusions from citizenship as represented in the school subjects of civics, social studies, and citizenship education. The dominant pedagogic practices of the subject and alternatives to them, along with a discussion of gaps in existing research and potential news areas of study are highlighted.

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