From the Kothari Commission to the contemporary system of school education: Challenges in attaining parental involvement in children’s education
From the Kothari Commission to the contemporary system of school education: Challenges in attaining parental involvement in children’s education
The parent-teacher relationship has emerged as a topic of deliberation in the contemporary scholarship on education in India. Although latest policy documents indicate parental involvement as a necessary strategy for educational development, the inclusion of parents in schools’ affair is relatively recent development in education practices. The delay in perceiving parents as a crucial participant in schooling experience of a child makes it imperative to get to the root of education planning and its development.
This paper, based on a discourse analysis of Kothari commission’s report, reviews how the home-school relationship or parent-teacher interaction were construed in one of the foundation documents in the history of modern education in India. Through attempting to understand commission’s views on the role of parents in children’s schooling and relating those perspectives with prevalent and contemporary education practices of education, the paper argues that there is a dire need for creating space
for parents in order to achieve active engagement of parents in children’s schooling experience.
79-82
Gupta, Achala
a30fa79d-e9dc-4237-93d4-bdaf8816780a
1 December 2016
Gupta, Achala
a30fa79d-e9dc-4237-93d4-bdaf8816780a
Gupta, Achala
(2016)
From the Kothari Commission to the contemporary system of school education: Challenges in attaining parental involvement in children’s education.
Voices of Teachers & Teacher Educators, 5 (1), .
Abstract
The parent-teacher relationship has emerged as a topic of deliberation in the contemporary scholarship on education in India. Although latest policy documents indicate parental involvement as a necessary strategy for educational development, the inclusion of parents in schools’ affair is relatively recent development in education practices. The delay in perceiving parents as a crucial participant in schooling experience of a child makes it imperative to get to the root of education planning and its development.
This paper, based on a discourse analysis of Kothari commission’s report, reviews how the home-school relationship or parent-teacher interaction were construed in one of the foundation documents in the history of modern education in India. Through attempting to understand commission’s views on the role of parents in children’s schooling and relating those perspectives with prevalent and contemporary education practices of education, the paper argues that there is a dire need for creating space
for parents in order to achieve active engagement of parents in children’s schooling experience.
This record has no associated files available for download.
More information
Accepted/In Press date: 1 December 2016
Published date: 1 December 2016
Identifiers
Local EPrints ID: 472872
URI: http://eprints.soton.ac.uk/id/eprint/472872
ISSN: 2455-1376
PURE UUID: 56ec3ae8-55ee-45fc-9fa9-1c1a093fea0b
Catalogue record
Date deposited: 20 Dec 2022 17:47
Last modified: 17 Mar 2024 04:07
Export record
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
