Being a Teacher in Contexts of Change: Education Reform and the Repositioning of Teachers’ Work in India

TitleBeing a Teacher in Contexts of Change: Education Reform and the Repositioning of Teachers’ Work in India
Publication TypeJournal Article
AuthorsSriprakash, Arathi
JournalContemporary Education Dialogue
Volume8
Issue1
Pagination5-31
ISSN0973-1849
AbstractThis article examines the ways in which child-centred education programmes in rural South Indian government primary schools have sought to reposition teachers’ work. Drawing on teachers’ accounts of their professional and social contexts, the article offers insights into the complex negotiation of working with educational reform in India. I explore how ‘being a teacher’ in current development contexts is constituted by multiple social, institutional and reform-programme expectations. Mapping the at times conflicting aspects of teachers’ work, the article sheds some light on the social contexts in which policy and reform imperatives are reshaped in schools, often in unintended or unexpected ways.
URLhttps://doi.org/10.1177/097318491000800102
DOI10.1177/097318491000800102
Short TitleBeing a Teacher in Contexts of Change