• After Deschooling, What?
  by Ivan Illich, Frank Riessman (Editor), Colin Greer (Editor), Alan Gartner (Editor)
  HarperCollins Publishers, 1973

• Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy
  by June A. Gordon
  Routledge, 2002
  
  ABSTRACT: Teachers in low-income communities face serious impediments to effective teaching and learning. Through a unique blend of research and field experience, this book seeks to overcome the lack of communication and mutual understanding between teachers and students in urban schools. June A. Gordon provides nine case studies with insights as to how educators in urban settings may begin to understand the complexity of their students' lives, engaging those same students in the process of this discovery. Beyond Classroom Walls provides inspiration and assistance to urban educators, concerned community members, or parents wishing to transform the way they view their community and the profession of teaching.
  For a preview of this book, please visit: http://books.google.co.in/books?id=cLc3T4KXpfkC

• Child Labour and the Right to Education in South Asia: Needs versus Rights?
  by Naila Kabeer (Editor), Geetha Nambissan (Editor), Ramya Subrahmanian (Editor)
  Sage Publications, 2003
  

  ABSTRACT: South Asia has the largest number of child labourers in the world as well as the largest number of children out of school. With contributors from policy makers, academics and activists working in the field of child labour, and practitioners involved in delivering education to children who are outside the formal schooling system in India and Bangladesh, this book brings together a range of perspectives on these issues.

• Community Participation and Empowerment in Primary Education
  by R. Govinda and Rashmi Diwan
  Sage Publications, 2003
  

  ABSTRACT: It is widely recognized that community participation can play an important role in promoting primary education. It also has the potential to increase awareness levels and to bring about improvements in health and living conditions. In India, too, decentralization has been identified in recent years as an essential component of the processes of educational reform and change. This has resulted in many efforts to bring community and school closer together as also to involve community members in the development of primary education programmes. This volume presents the grassroots experiences, problems encountered, and lessons learnt from initiatives launched in five Indian states.

• Democratic Schools
  
  by Michael W. Apple, James A. Beane
  Association for Supervision and Curriculum Development, 1995

  ABSTRACT: In "Democratic Schools," you'll see how educators in four communities in the United States have committed themselves to preparing students for the democratic way of life. Editors Michael Apple and James Beane have gathered here narratives written by those intimately involved in each school reform effort. These stories of change attest to the power of people working together to overcome difficulties and achieve common goals in creative ways. At a time when the viability of public schools is being questioned by many, the schools in this book--Central Park East Secondary School, the Rindge School of Technical Arts, Marquette Middle School, and La Escuela Fratney--remind us that public schools play an important role in laying a firm foundation for our future as a democratic society. Being themselves living models of democratic principles in action, these schools help young people comprehend the meaning of active citizenship and teach them the knowledge and skills they need to sustain and enrich our democracy.

• Deschooling Society
  by Ivan Illich
  

  ABSTRACT: The author calls for a "cultural revolution" and urges a radical examination of the social myths and institutions by which we presently live our lives. He scores the present educational structure in America as a sacred cow which suits people for a life of consumption rather than action. In its stead he proposes a "deschooled" society; legal protection from the obligatory, graded curriculum; laws forbidding discrimination on the basis of prior schooling; the formation of skill centers where useful skill can be learned, taught by those best equipped to teach them; and peer-matching by which the learned may share their knowledge with those seeking instruction. Central to the scheme of "deschooling" is the idea of an educational voucher system--in which economic credit units allow the learner to choose what he will learn, from whom he will learn, and why he will learn. In this way, Illich hopes to humanize our increasingly technological society and destroy the "school myth".

• Development in practice: Primary Education in India
  A World Bank publication, 1997

• Divasvapna (Day Dreams)
  by Gijubhai Badheka
  National Book Trust India, 1916

• Education and Children with Special Needs : From Segregation to Inclusion
  edited by Seamus Hegarty and Mithu Alur
  Sage Publications, 2002

  ABSTRACT: This important book discusses the principles and practice of moving from segregated education to integration and then inclusion in the context of educating children with disabilities in present day India. The actions to be taken are examined at two levels: the level of the system and that of the school. The contributors accordingly discuss a number of important issues including legislative measures, administrative and financial support, equality of opportunities, teacher training, classroom organisation, curriculum modification and parental involvement. Examples of inclusive schooling at work are also provided. Besides providing a timely overview of the state of play with regard to educating the disabled in India, the volume also presents experiences from various other countries. 

• Education, Development And Underdevelopment 
  edited by Sureshchandra Shulka formerly at Jamia Millia Islamia, New Delhi and Rekha Kaul, University of Delhi

  ABSTRACT: The book provides a good critique of education as it is being imparted today and serves to raise important issues which should be of serious concern to educationists, sociologists, policy-makers, political scientists and all those involved with development issues.

• Educational Policies in India - Analysis and Review of Promise and Performance
  by K. Sudha Rao
  NIEPA, 2002

• Elementary Education in India: Status, Issues and Concerns
by D. Jagannatha Rao
Viva Books Private Limited, 2010

• Elementary Education in Rural India 
  by A Vaidyanathan, Madras Institute of Development Studies, Chennai
  P R Gopinathan Nair, Centre for Development Studies, Thiruvananthapuram, 
  Sage publications, 2001
  

  ABSTRACT: This collection of original essays by eminent scholars provides an in-depth and systematic analysis of the present educational scenario in rural India. Based on data drawn from eight states, it focuses on the vast and persistent disparities in educational progress across and within regions, the nature and extent of these disparities, their underlying causes, and possible remedies. The contributors stress the need for policies to be location and need-specific. They also emphasise the importance of allowing flexibility to local elected bodies in the management of schools in their area, and the necessity for teachers to be made accountable to the communities they serve.

• Equality, Quantity And Quality – an Elusive triangle in Indian education
  by J.P Naik
  Allied publishers, 1975

  ABSTRACT: The simultaneous pursuit of equality of opportunity and improvement of standards in the face of scarce resources confronts Indian education with a dilemma common to many countries. Equality and quality are relatively new values for education in India stimulated by the British system and the influence of the ideals of nationalist leaders like Gandhi, but they only gain ground slowly. The modernization process has introduced some changes into class and caste structures in the social and economic context of education, but the situation of the rural masses remains essentially unchanged. In the drive for equality of opportunity, there has been a visible advance in the enrolment of girls, though this may not reflect a real change in status. Regional disparities within the country also continue. The major obstacle here is the lack of resources.

• Gender & Social Equity in Primary Education
  Research Coordinated by Vimala Ramachandran: European Commission

  ABSTRACT: This book highlights the complexities of gender and social equity in primary education in India. It makes an assessment of the District Primary Education Programme and supplements this with six qualitative micro-studies from different states for a more extensive analysis.
  For a summary of this book, please visit: http://eruindia.org/abstract-Hierarchies.asp

• Getting Children back to School
  by Vimala Ramachandran
  Sage Publications, 2003
  

  ABSTRACT: Despite the widespread acceptance of the vital importance of elementary education, there is still a great deal that remains to be done to actualise the goal of universal elementary education in India. A significant proportion of children, especially girls and those from underprivileged backgrounds, either drop out at an early stage or learn very little. The quality of education in government schools also leaves a great deal to be desired. Firmly rooted in the belief that every child has a right to basic education, this volume explores strategies and alternatives to keep children in school, reach out to those outside the schooling system, and improve the quality of elementary education. To this end, it brings together case studies of innovative educational programmes from the voluntary sector which influence, support and strengthen basic education, particularly forward and backward links.

• Going to School in India
  by Lisa Heydlauff and Nitin Upadyhe
  Charlesbridge Publications Inc., 2005
  

  ABSTRACT: Every child has the right to go to school and be inspired. Every child has the right to participate in lessons that can change their lives. Every child has a dream of going to a school that makes learning fun and helps them to become who they want to be. And every child knows exactly what they would change about going to school, if they could-we just have to ask. Going to School in India is a celebration of what school can be, through the eyes and voices of children. With stunning images, an exciting commentary and splashes of colour, this book celebrates the spirit of learning together, playing together and being together that is the essence of the school-going experience in India, from Ladakh to Kerala and from Nagaland to Kutch.

• How Children Fail
  by John Holt
  Penguin Books, 1990

  ABSTRACT: In his groundbreaking book, John Holt, draws upon his observations of children both in school and at play to identify ways in which our traditional educational system predestines our young people for failure. Holt argues that children fail primarily "because they are afraid, bored, and confused." This, combined with misguided teaching strategies and a school environment that is disconnected from reality and "real learning", results in a school system that kills children’s innate desire to learn.

• How Children Learn
  by John Holt
  Penguin Books, 1990

  ABSTRACT:  "Children do not need to be made to learn", Holt maintains, because each is born with what Einstein called "the holy curiosity of inquiry". For them, learning is as natural as breathing. First published in 1967, How Children Learn has become a classic for parents and teachers, providing an "effective, gentle voice of reason".

• Improving Schools in Difficulty
  by Paul Clarke
  Continuum International Publishing Group, 2005

  ABSTRACT: For the last few years there has been wave after wave of reform aimed at improving the lot of the schools struggling at the bottom of the ladder of performance, and despite what can be interpreted as best intentions, the problem persists. As a social problem it draws down significant sums of public money, it exercises many talented people, and yet, time after time we find that three, four, maybe five years down the road after extended efforts the impact of the work diffuses and the challenges remain, doggedly evident in people's daily lives. It suggests that perhaps something is wrong in our interpretation, in our analysis, in our approach and our consequent measure of effect of our activity with difficult schools. Improving Schools in Difficulty is structured around two parts, part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty.
  For a preview of this book, please visit: http://books.google.co.in/books?id=su33bVIDpScC

• India: Economic development and social opportunity
  by Jean Dreze and Amartya Sen,
  Oxford University Press, 1996

  ABSTRACT: India's success in reducing endemic deprivation since Independence has been quite limited. Recent diagnoses of this failure of policy have concentrated on the counterproductive role of government regulation, and on the need for economic incentives to accelerate the growth of the economy. This book argues that an assessment of India's failure to eliminate basic deprivations has to go beyond this limited focus, and to take note of the role played in that failure by inadequate public involvement in the provision of basic education, health care, social security, and related fields, Even the fostering of fast and participatory economic growth requires some basic social change, which is not addressed by liberalization and economic incentives. The authors also discuss the historical antecedents of these political and social neglects, including the distortion of policy priorities arising from inequalities of political power. Following on from this, the book considers the scope for public action to address these earlier biases and achieve a transformation of policy priorities.

• India Education Report: A Profile of Basic Education
  Edited by Prof. R. Govinda, 
  Oxford University Press, 2002

  ABSTRACT: It is a unique volume presenting, for the first time, a comprehensive overview of the status of basic education in India that goes beyond the usual statistics. It is more than fifty years since the Indian constitution made a commitment to provide free and compulsory education for all up to the age of fourteen. Although the country has made significant strides in quantitative terms, the promise of providing education for all has remained unfulfilled. ‘The India Education Report’ is a unique volume presenting, for the first time, a comprehensive overview of the status of basic education in India that goes beyond the usual statistics on literacy and school enrolment. A key feature of this report is that its contributors are all independent experts who present a critical but purposeful analyses of the scale and complexity of the issues involved. This volume will interest educators, policy-makers, non-governmental organizations, social science researchers, as well as international donor agencies and other bodies actively involved in supporting the provision of education for all.

• Pedagogy of the Oppressed
  by Paulo Freire
  Penguin UK, 1996

  ABSTRACT: Dedicated "to the oppressed, and to those who suffer with them and fight at their side," Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. Rooted in his own experience helping Brazilian adults to read and write, the book remains popular among educators in developing countries. According to Donaldo Macedo, a former colleague of Freire and University of Massachusetts professor, the text is still revolutionary, and he cites as evidence students from totalitarian states risking punishment to read Pedagogy of the Oppressed. The book has sold over 750 000 copies worldwide and is one of the foundations of critical pedagogy.

• Political Agenda of Education
  by Krishna Kumar
  Sage Publications, 2005
  

  ABSTRACT: In this revised edition, the author sharpens the focus and range of the original, arguing as his main thesis that colonialist and nationalist ideas and practices in education in India are not antagonistic. The new edition incorporates the complex terrain of gender, enriching the earlier discussion of caste, class and religion. It draws upon biographies and cultural history to highlight the revolutionary context in which girls' education made its reluctant start in the 19th century. In the new section on women's education, the author brings into focus the same set of linkages - between the emerging system of education and its policies, the social structure and ethos - which makes this an innovative study of educational ideas and practices. There are also some important additions to the discussion of caste and identity.
  For a preview of this book, please visit: http://books.google.co.in/books?id=wYm6wRJYALYC

• Prejudice and Pride
  by Krishna Kumar
  Penguin Group India, 2002
  

  ABSTRACT: Though India and Pakistan have a common past, the story of the freedom struggle is recounted in their school textbooks in vastly differing ways. In this, the first book of its kind, Krishna Kumar explains how the history texts of both countries selectively narrate incidents or refrain from doing so for various ideological and cultural reasons. In order to show how widely the two perceptions vary, the author compares the textbooks currently used in Indian and Pakistani schools. He examines the representation of major episodes—like the 1857 rebellion, Independence and Partition—and the portrayal of personalities like Gandhi and Jinnah. While the Pakistani texts, for example, depict Gandhi as a Hindu leader, Indian textbooks elevate him to a mythic status. Similarly, while the Pakistani books project Jinnah as a semi-divine visionary, the Indian ones refer to him with resentment.

• Public Provisioning for Elementary Education in India
  by Praveen Jha, Subrat Das, Siba Sankar Mohanty and Nandan Kumar Jha
  Sage Publications, 2008
  

  ABSTRACT: Public Provisioning for Elementary Education in India focuses on elementary education in the context of the ongoing efforts towards Universalizing Elementary Education (UEE) in the country. The book tracks budget expenditures and budgetary and planning processes in the current flagship programme of Sarva Shiksha Abhiyan(SSA) across the four selected States of Andhra Pradesh, Bihar, Gujarat and Rajasthan. It addresses the causes of the fiscal crisis in states in the era of economic reforms, and the policy measures required for improving the flow of public expenditure on education. This book offers important insights for policymakers, academia and social activists interested in 'Input--Process--Output--Impact' of state intervention in the education sector in general and elementary education in particular.

• Public Report On Basic Education In India
  Oxford University Press, Second Impression 2000

  ABSTRACT: The PROBE report contains a wealth of knowledge on the impoverished primary education scene in India. It is must read for anyone interested in childrens' education in India. Based on extensive field surveys, the report also offers many insights as well.

• Teach Your Child How To Think
  by Edward De Bono,
  Penguin UK, 1993

  ABSTRACT: Some parents may be confused by this busy primer, while others will agree with the author's premise that creative thinking skills can be directly taught. De Bono, a business and educational consultant, asserts that this manual is equally applicable to teaching children or senior executives. Crammed with exercises, games and diagrams, the book stresses that thinking involves "operacy"--the skills of doing or making things happen--as well as devising mental patterns more effective than the mind's routine habits. De Bono takes a no-nonsense approach, pointing out that much thinking is inefficient and that many highly intelligent people are not good thinkers. He urges the use of speculation, hypotheses, provocation and other techniques as a way to get out of mental ruts and generate ideas.

• Teachers and Texts: A Political Economy of Class and Gender Relations in Education
  by Michael W. Apple
  Routledge, 1988

  ABSTRACT: Apple critically examines current trends in educational policy and draws on the issues of gender, class and economic pressure implicit in the battle for control of the curriculum.
  For a preview of this book, please visit: http://books.google.co.in/books?id=BHGX12yAdZEC

• Teacher: The Testament of an Inspired Teacher
  by Ashton-Warner, Sylvia
  

  ABSTRACT: The author sets forth her unprecedented teaching method and recreates the life of the schoolroom in which for twenty-four years she guided the youngest children through their first lessons in reading, writing, singing, dancing, end/joying - and living with each other. 
  

• Teaching and Learning: The Culture of Pedagogy, 
  Prema Clarke, The World Bank, New Delhi
  Sage Publications, 2001

  ABSTRACT: While there is broad agreement about the influence of culture on pedagogy, the ways in which culture defines teachers’ thoughts and action is rarely examined. Using cultural models developed in the fields of psychology and social anthropology, this book explores the culture of pedagogy evident in the classroom. Prema Clarke critiques the prevailing norms of teaching and learning which tend to emphasize only the lower order skills of students, characterized by memorization and repetition. Arguing for a shift towards more complex forms of thinking - such as, analysis, synthesis, reasoning, and creativity - the author outlines a Programme of educational reform, which especially focuses on the professional development of teachers.

• Teaching Thinking
  by Edward De Bono,
  Penguin UK, 1988

  ABSTRACT: Is thinking a matter of intelligence or a skill that can be taught deliberately? Can thinking be taught directly as a curriculum subject in schools? Edward de Bono has done more than anyone to pioneer the direct teaching of thinking as a skill. In the USA and elsewhere around the world an increasing number of schools are putting thinking on to the curriculum. Research shows that even as little as seven hours' instruction can have a significant effect on the performance of pupils. Teaching knowledge is not enough. In order to survive and thrive in a complex world every youngster leaving school needs to be equipped with basic thinking skills. Just being good at argument and critical thinking is not enough.

• The Open Classroom: A Journey Through Education
  By K. T. Margaret
  Orient Blackswan, 1999

  ABSTRACT: K.T. Margaret, who has worked as a teacher for 30 years, believes that life is an open classroom and education a process that takes place continuously through a person's life. Inspired by the initiatives of social activists worldwide in the field of education, she struggled through her own experiment to discover creative alternatives even while working within a flawed system. Through this account of her personal journey she shows that education goes beyond the mechanics of teaching and learning, to enrich the teacher and the taught.

• Totto-Chan: The Little Girl at the Window
  By Tetsuko Kuroyanagi
  Translated by Dorothy Briton
  Kodansha International, 1984

  ABSTRACT: This engaging series of childhood recollections tells about an ideal school in Tokyo during World War II that combined learning with fun, freedom, and love. This unusual school had old railroad cars for classrooms, and it was run by an extraordinary man-its founder and headmaster, Sosaku Kobayashi-who was a firm believer in freedom of expression and activity. In real life, the Totto-chan of the book has become one of Japan's most popular television personalities-Tetsuko Kuroyanagi. She attributes her success in life to this wonderful school and its headmaster.

• Universalisation of School Education: The Road Ahead
  by V. P. Niranjanaradhya
  Books for Change, 2004

• What is Worth Teaching?
  by Krishna Kumar
  Orient Blackswan, 2004 
  

  ABSTRACT: This collection of lectures deals with the character of school knowledge or the curriculum. They relate the school curriculum to the structure of the educational system and the political and economic conditions under which the system functions. The author writes that education in India mostly take place through fractured discourse. On one side is the language used by planners and sociologists of education. On the other side is the language of teachers, pedagogues and psychologists. Neither is intrinsically capable of capturing the tension that every child in India has to cope with in order to be educated.
  For a preview of this book, please visit: http://books.google.co.in/books?id=bJHItcBnt58C

• Why Children Can’t Read
  by D McGuiness
  Free Press, 1997 

  ABSTRACT: McGuinness explains why so many children fail to learn to read and spell, and provides a solution to the literacy crisis. With several fairly new, experimental methods, results can be astounding. For example, parents who used the Phono-Graphix method during a two-year period were surveyed with the following results: twenty-six percent of the children had previously been diagnosed as learning disabled, but none were learning disabled afterward. The book includes diagnostic tests and techniques to pinpoint individual learning deficiencies and guidance on how to deal with the emotional problems of children or adults with severe reading delays. Suggestions are offered about what parents can do to help their children before they go to school, along with practical ways to help develop skills that are important in learning to read. The book also includes advice about how to work with the school system and how to evaluate a remedial reading program in a school or private clinic.

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