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“Pathshala Bheetar Aur Bahar”, is a Hindi biannual publication of Azim Premji University.
It provides a space for the experiences, views and learning of teachers and others working in education, including those in academic institutions. Through this,
it seeks to build a dialogue among schoolteachers, practitioners and educationists.
“Pathshala ..” carries articles on contemporary discourses, perspectives, class room pedagogy and experiences, discussions on books on education, research studies and dialogues on education.
It seeks to build an educational discourse that is grounded and is participatory.
The fifth issue of Pathshala carries 14 articles. Two articles on the issues arising from
COVID-19. One is about viruses and Coronavirus and is written in a simple way so as to
help teachers and people working with students understand these so that they can discuss
them with others. The other is about online teaching, the nature of teaching, role of
teacher and the relationship with children during such teaching. There are two
experience-based articles on theatre in Education focussed on language teaching
and classroom processes for nurturing human compassion. We also have articles that
examine the pedagogy of language, questions of children and discourse about current examination.
The fourth issue of “Pathshala ..” has an article that examines women’s education in the country;
an article that interrogates the meaning of childhood and asks if the only purpose of education is
to develop an ideal child; an article that examines the age old question of corporal punishment
sociologically; the first part of an article that examines Macaulay’s relationship with/impact on
Indian education; there are two experience based articles on interesting ways to teach language
using stories and poems; and a discussion among teachers and other educators around assessments
and examination. Some of these articles critically examine policies and the issues in their
The third issue has articles that discuss and analyze two important concerns of school education –
the question of rote memorization and actual learning. There is also an article on the historical
and philosophical dimensions of corporal punishment. There are interesting experience-based articles
– one on the process of making of a teacher, one on the reminiscences of a school headmaster and
another related to how much we understand children. The series on the development of education in
India continues as it covers an important period in that journey.
Then there are regular columns like interview with a teacher and book reviews.
The second issue of “Pathshala..” carries the first part of a very interesting series on
schools as they were. The article brings out in an interesting manner how we come to know about
what happened in earlier times. Two other articles on science teaching talk about the effort of
making something work and the joy and engagement it brings to learning science. There are
articles that discuss the policy of non-detention and the way it is mis-interpreted, the need
to re-imagine the identity and status of the teacher, what role does school leadership play in
it and the challenges the leadership faces. The conversation with teachers is on dimensions of
language teaching and learning. There is also an article that analyzes the way English has
captured the place of the most important language.
The first issue of “Pathshala ..” covers matters of classroom and teachers through many articles
and raises a few areas of concern and questions. This includes appropriateness or otherwise of
using CCTV cameras in classrooms, whether the teacher is a professional and what does the word
professional mean. Other articles deal with what should be our attitude to board examinations,
how should we begin to have a dialogue in an environmental studies class, how should we react to
pronunciation mistakes of children and whether a
mathematics class perceived to be ‘good’ is also a useful learning class.
Teacher Absenteeism Study
Government school teachers demonstrate exemplary commitment; actual teacher absenteeism substantially lower than general impressions.Teacher Absenteeism is as low as 2.5%.
The intellectual storehouse that are the students and the faculty. Something we could tap into any time and come out satisfied and stimulated.
R. Sridhar Rao
M.A. in Development I Class of 2014