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Early Childhood Education, Postcolonial Theory, and Teaching Practices in India

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Cover of 'Early Childhood Education, Postcolonial Theory, and Teaching Practices in India'

Table of Contents

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    Book Overview
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    Chapter 1 Conceptualizing and Setting the Stage
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    Chapter 2 The Sociocultural Context of Education: Core Concepts of the Philosophy Underlying the Worldview of Indians
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    Chapter 3 Educational Systems in India: Past and Present
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    Chapter 4 Aims of Education Contextualized within Urban Indian Society
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    Chapter 5 Image, Role, and Responsibilities of the Early Childhood Teacher in India
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    Chapter 6 Image of the Child: What Is Developmentally and Socially Appropriate for Children Growing Up in Indian Society?
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    Chapter 7 Learning to Teach: A Sociocultural-Historical Constructivist Theory of Teaching
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    Chapter 8 Contextualizing and Demystifying the Challenges of Large Class-Size in India
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    Chapter 9 A Socioculturally Constructed Early Childhood Postcolonial Curriculum: The Interfacing of Three Culturally Different Educational Discourses
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    Chapter 10 Aligning Teacher Education and Early Childhood Practice in Urban India: Balancing Vygotsky and the Veda
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    Chapter 11 Reflections on the Process of Postcolonial Research in Early Education
Attention for Chapter 1: Conceptualizing and Setting the Stage
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Chapter title
Conceptualizing and Setting the Stage
Chapter number 1
Book title
Early Childhood Education, Postcolonial Theory, and Teaching Practices in India
Published by
Palgrave Macmillan, New York, January 2006
DOI 10.1057/9780312376345_1
Book ISBNs
978-1-349-53282-7, 978-0-312-37634-5
Authors

Amita Gupta

View on publisher site

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