Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach

Abstract

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary childcentred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the 'child-centred' teacher in India. Based on empirical analysis of teachers' interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the 'child-centred' teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.

The Effect of Kayeu Learning Outside the Classrrom Primary Science Module on Intrinsic Motivation of Indigenous Learners

“…Modification or special curriculum provision and in accordance with the culture of minority, indigenous communities have occurred in countries such as Canada (Lewthwaite, Owen, & Doiron, 2015; Standing Senate Committee on Aboriginal Peoples, 2011) and New Zealand (Colleen, 2008). The approach implemented in rural areas overseas are like the Etnosemiotic Approach in Mexico (Gracia, Pacheco, & Ruiz, 2013), Culturally responsive and reciprocal approaches to pedagogy in New Zealand (Bishop, 2010), Cultural resources pedagogies in Australia (Chigeza, 2011), Child-centred approach in India (Smail, 2014), culturally based culturally responsive education and schooling in the United States and Canada (James & Renville, 2012), culturally responsive pedagogies (Savage et al, 2011) and Place-based Education (Lester, 2012). All of these T&L approaches stressed the importance of environmental, cultural experience of the indigenous learners.…”

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“…While the government's aspiration is for a child-centred pedagogy, constraints in implementation must also be considered. These include a lack of resources, inadequate infrastructure, centralised curriculum, strict examination timetables, inconsistent distribution of materials and irregular teacher support, as pointed out by Sriprakash (2012), Smail (2014) and Kumar (2005). All of these handicap teachers seeking to explore the child-centered pedagogy and to implement it fully fledged.…”

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“…Scholars have also emphasised how the absence of teachers' voices and agency in policymaking and implementation processes, inadequate appreciation from immediate stakeholders such as higher authorities and parents and the absence of meaningful peer-engagement forums for self-development have led to demotivation among government school teachers (Smail, 2014;Brinkmann, 2019;Batra, 2005;Mooij, 2008). Aligned with these studies, this book provides a deeper and more engaged understanding of the concerns and challenges surrounding teachers' work in the classroom, which in turn can guide the nature of policies around this issue.…”

“…Teachers didn't define the methods as child-centric. Some critiques (Lall, 2011;Smail, 2014;Tarmo, 2018) ask challenging questions about whether it is suitable for all cultural or resource contexts. Lall (2011, 219) said that 'CCA is a better approach to teaching and learning, the principal issue identified by teachers, head monks and parents is the fact that this western approach undermines traditional hierarchical structures of respect for teachers and elders, leading to a culture clash at home and in the classroom.'…”