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.
University Working Paper Series
Governance of Yellow Foot Clam: a case study of Ashtamudi Lake in Kerala
in Azim Premji University
- Published
- Authors
Abstract
Yellow foot Clam (Paphia malabarica) fishery of the Ashtamudi lake, one of the deepest lakes in Kerala supports the livelihoods of thousands of clam-collectors in the region. These clams are highly demanded in the international market and it enables the clam-collectors to generate their income through export began in late 80s. An increased export market demand exerted a lot of pressure on the resource which ultimately led to the depletion of clam resources. As a response to this unexpected decline in resource size and lost income, the clam collector community in Ashtamudi came forward to address the issue by forming a collective of clam-collectors at the village level. As a management strategy, they voluntarily abstained from fishing during the breeding season and demanded management of resource through a participatory mode of governance. After years of experience in the management of resource through voluntary measures, Ashtamudi clam resource entered a new régime of resource management. It got certified as “sustainable” resource by the world’s largest marine wild-catch certification program, the Marine Stewardship Council (MSC) which promotes the governance of marine fisheries resources through market incentives. This study is an attempt to understand these varied and unique governance régime experiences of clam resource from participatory to market-based systems and the implications of these governance regimes in the property rights, livelihoods and social development of clam-collectors of Ashtamudi.
Links
University Working Paper Series
Exploring hybrid spaces through an informal science learning programme
in Azim Premji University
- Published
- Authors
Abstract
This paper explores the construction of hybrid spaces through the observation of middle school children engaged in short science projects in an informal science learning programme. Hybrid spaces are not just physical structures, but refer to contexts, relationships and knowledges developed by children as their social worlds and identities merge with the normative expectations of school science. Hybrid spaces have been characterised in three different ways: as a convergent space between academic and traditionally marginalized knowledges and discourses; as a navigational space, or a way of crossing and succeeding in different discourse communities; and as a space of cultural, social and epistemological change where competing knowledges and discourses challenge and reshape both academic and everyday knowledges. (Moje et al., 2004; Barton et al., 2008). This paper characterises such hybrid paces by analysing activities of children working on short projects in the broad area of: ‘Trees, plants and insects’, during a summer camp held at the Azim Premji University. Children seemed to primarily use the ‘third space’ to navigate between different funds of knowledge and succeed in science. They developed science artefacts such as scrapbooks and a children’s magazine, and negotiated new roles for participating and expressing their developing science identities. They also brought in local knowledge and activities from their home contexts such as gardening, cooking and socialisation with members of their own and wider community. Informal settings help in the negotiation, construction and development of these hybrid spaces, and is particularly meaningful for children who otherwise see science as being alien and outside their everyday lives. Children brought different funds of knowledge into their participation and discussions from both their formal and informal experiences linked to science. Children decided their own trajectory of learning experiences in consultation with the facilitator. This paper also describes various possibilities in informal settings and learning experiences within and outside formal school settings, which help children explore and engage more deeply with their developing interests in science.
Links