Implementing global citizenship education in India: challenges and considerations
Dr. Gh Hassan Wani
What does it mean to implement GCE in a country as diverse as India? Dr. Gh Hassan Wani explores the challenges and innovations shaping the future.
Dr. Gh Hassan Wani
What does it mean to implement GCE in a country as diverse as India? Dr. Gh Hassan Wani explores the challenges and innovations shaping the future.
Neeraja Raghavan
According to Neeraja Raghavan, shifting from a top-down model to a teacher-driven approach, fosters teachers’ ownership and reflection in professional development.
NEP is a comprehensive document within which Design in Education is one of the propositions. In this piece, we focus on exactly what the policy says and connect it with existing design in education paradigms.
Kiran Bir Sethi
What does it take to ‘design’ a school, curriculum, business and society? We take a look at the journey of designer and educator Kiran Bir Sethi and understand her position on design in education and the impetus for founding initiatives like Design for Change. Her journey, with design as a primary vehicle, across expanding domains of creative practice helps us understand design as a social project. This piece also looks at how and why design permeates into the day-to-day of The Riverside School she set up in Ahmedabad and what her advice is for schools that want to facilitate design in education.
Srishti has been working as a Knowledge Partner with the Delhi government to implement a visual arts curriculum from grades 9-12. In this piece we evoke the government school classroom – the practical challenges of that ecosystem, the irony of implementing design learning in schools and the creative solutions that triumph across it.
Mokhtar Zaman
Is homework necessary? Can we avoid it? How does it help? Find the answers to these questions in this article.
Aparna Vinod
Aparna Vinod writes about how the traditional approach of teaching instills a fear of learning in students and isolates them from their teachers. Transformative learning, in contrast, positions the teacher not as an expert, but as a facilitator. The process of teaching and learning therefore becomes akin to an exchange between different parties. How does this new-age approach play out in the classroom? Aparna illustrates this with three case studies.
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