1st Edition
Power Dynamics in Education Shaping the Structure of School Education in India
The educational domain provides a platform for social mobility and social change. This book investigates the new National Educational Policy (NEP) to understand how it can bring social justice and transform education in a meaningful way to match the imagination of students from diverse groups. The author discusses matters of emotion and authority in education and argues for the need for educational psychology which takes into account the self-conscious emotions of students and teachers. The book reflects on important topics such as critical pedagogy, dehumanization, power in education through bricolage, and legitimacy in education, all within the context of critical educational psychology. Through research and observations, it discusses the socialpsychological aspect of stereotyping, othering, and prejudices in the educational domain.
The book will be of interest to students, teachers, and researchers working on education, school education, sociology of education, and educational psychology. It will also be useful for academicians, educators, policymakers, schoolteachers, and those interested in the politics of education.
Introduction: Schooling and the Power dynamics. Part I- Contextualizing Power in Schools. 1. Power and educational Policies: Rethinking NEP 2020 2. Understanding power through bricolage. Part II- Power and Identity. 3. Emotions, authority, and education. 4. Stereotyping, prejudicing, and othering. 5. Violence in education 6.Dehumanized identities and empowerment. Part III-Decolonizing Educational Psychology. 7. Marginality, aspiration and choice: An Implication for Educational Psychology. 8.Critical Pedagogy, Curriculum and Social Justice: Reflective Educational Psychology in Action.
Biography
Chetan Sinha is an Associate Professor of Psychology at the OP Jindal Global University, Sonipat. He holds a PhD in Social Psychology of Education from ZHCES, Jawaharlal Nehru University, New Delhi.
“This study of power as imbedded in and as shaping the structure of school education in India is invaluable; few studies take this approach. The innate radicalism of questioning power will come as a jolt to everyone interested in Indian schooling. The author has contextualised his approach in the relevant literature and in the Indian situation and then gone on to make original connections between what we observe around us and how we should deconstruct this reality. This book fleshes out many contemporary studies of Indian school education.”
- Prof Nita Kumar, Brown Family Professor of South Asian History at Claremont McKenna College, Claremont, CA
