This paper examines local interpretations of some key themes in a democratic education against the backdrop of a changing social structure. It sees the discourse of a rational democracy as being severely challenged by practices of domination and an ideology of love. At the same time there may also be observed concrete contradictions which would welcome a democratic education that has concepts and morals that challenge the status quo. A strategy of principled cultural dialogue is advocated rather than one of isolation.
Get full access to this article
View all access options for this article.
References
1.
Baker, D.E. U. 1993Colonialism in an Indian Hinterland: The Central Provinces, 1820–1920. New Delhi: Oxford University Press.
2.
Eklavya [ca. 2002Teaching Social Sciences in Middle School: Eklavya's Social Science Teaching Programme — A Review. (undated manuscript)Bhopal: Eklavya Institute of Educational Research and Innovative Action.
3.
George Alex M.2004Children's Perception of Sarkar: The Fallacies of Civics Teaching.Education Dialogue1:2, 228–57.
4.
Jain, Manish2004Civics, Citizens and Human Rights: Civics Discourse in India.Contemporary Education Dialogue1:2, 165–98.
5.
Kumar, Krishna1991Political Agenda of Education: a Study of Colonialist and Nationalist Ideas. New Delhi: Sage.
