Publications & Resources
Our faculty, students and researchers work together everyday to contribute to a better world by grappling with urgent problems we are facing in India. We conduct rigorous work to produce high quality learning resources and publications to contribute to public discourse and social change. Here, we feature a sample from our work for everyone to access. You can explore featured resources, policies, and the latest publications from the University.
To explore all the work of our University, please visit our publications repository.
- Published
- Authors
- Sudhansu S Biswal
- Sushree S Mishra
- Sridhar K
Abstract
Due to the heavy-quark symmetry of Non-Relativistic Quantum Chromodynamics (NRQCD), the cross-section for the production of ηc can be predicted. This NRQCD prediction when confronted with data from the LHCb is seen to fail miserably. We address this LHCb ηc anomaly in this paper using a new approach called modified NRQCD, an approach that has been shown to work extremely well for studying J/ψ, ψ′ and χc production at the LHC. We show, in the present paper, that the predictions for ηc production agrees very well with LHCb measurements at the three different values of energy that the experiment has presented data for. Modified NRQCD also explains the intriguing agreement of the LHCb ηc data with the colour-singlet prediction. The remarkable agreement of the theoretical predictions with the LHCb data suggests that modified NRQCD is closer to apprehending the true dynamics of quarkonium production.
Article
The Social Contract and India’s Right to Education
in International Institute of Social Studies, The Hague; Wiley
Article
- Published
- Authors
Abstract
India’s 2009 Right of Children to Free and Compulsory Education (RTE) Act presents an idealised social contract which assigns roles to multiple actors to uphold a mutual duty, or collective responsibility, to secure children’s access to a quality school education. This article explores how the social contract assumed by the RTE Act misrepresents the conditions required to enact mutual responsibilities as well as actors’ agreement to do so. Qualitative data from Bihar and Rajasthan show how state actors, parents, community groups and teachers negotiate and contest the RTE Act norms. The analysis illuminates the unequal conditions and ever-present politics of accountability relations in education. It problematises the idealisation of the social contract in education reform: it proposes that if the relations of power and domination through which ‘contracts’ are entered into remain unaddressed, then expressions of ‘mutual’ responsibility are unlikely to do other than reproduce injustice. It argues that policy discourses need to recognise and attend to the socially situated contingencies of accountability relations and that doing so would offer an alternative pathway toward addressing structural inequalities and their manifestations in education.
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