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.

This working paper will focus on conceptualising why informal labour continues to persist in the Indian economy. More specifically, it will try to theorise why, despite generating growth, informal labour has been locked in unequal and exploitative terms of contracts. Crucially, it will try to understand why informal labour processes do not evolve mechanisms for providing security and support to labour in the form of benefits and rights. In this paper, I will focus specifically on highly exploitative and unequal informal labour processes. I categorise under this category those labour processes that do not provide a mechanism to reproduce labour power. These processes are predicated on maximising the appropriation of surplus from labour, without providing any provision to support the workers in ill health, facing work related accidents and injuries, or due to retrenchment. While informal labour is defined as labour without legal rights or contracts, I specifically focus on those processes where there do not exist any norms or mechanisms of providing security to labour within the production process. Hence, I refer to these processes as highly exploitative and unequal labour processes. This paper will be structured in the following manner. Firstly, it will introduce the concept of labour process and argue that highly exploitative informal labour processes in India broadly fall into two distinct labour processes namely: informal coercive accumulation process and petty commodity production. It will then derive concepts from the Paris Regulation School to modify the labour process framework. It will then describe concrete case studies conducted by other researchers, to demonstrate that this framework can be utilised to make sense of field work based research on the informal sector. Lastly, I will assess the questions posed in this paper based on the derived framework and will argue that informality is connected to the nature of capitalist development in India.

The quality of education depends largely upon the teacher. Hence building teacher capacity through continuous professional development of teachers is critical to the quality of education. Systems and programs for continuous professional development for school teachers in the formal educational system in India are inadequate and often ill-conceived. Apart from other lacunae, they often do not recognize the professional identity and agency of the teacher. Voluntary Teacher Forums (VTFs) that are facilitated by Azim Premji Foundation in different locations of India, as part of an integrated and multimodal approach to continuous professional development, try to address this central issue. This study shows that VTFs are evolving as very useful platforms for collaboration and peer learning amongst teachers in various locations. It shows that given an environment that allows for easy access to meaningful opportunities, teachers will commit their time, talents and resources to their own professional development. The study further recognizes however, that the real issue is to understand how such forums can be made to happen in different locations in a context as complex as the Indian public education system. While this study highlights certain crucial dimensions of the VTFs – including what happens within these forums and the efforts that go behind it – these continue to be subjects for our future research works.

Economic reforms sought to replace the Indian statedominant economy with a liberal, competitive market economy. However, a plethora of recent scams indicate that collusive rentsharing arrangements between business and policy makers are prevalent. A nexus has developed, linking politicians and business, as well as the bureaucracy. These trends signal a breakdown of competitive markets and the accumulation of wealth via corruption. This paper explains crony capitalism within a framework of interaction between four stakeholder groups whose motives and behaviour have altered in the recent context. These are political executives, political parties, business entities and the bureaucracy. Using the coal mine block allocation controversy as a case study, we examine the modus operandi of crony capitalism as a capture of the policy process. We examine the limitations of the present corrective political and legal processes. 

The paper concludes with a set of recommendations for curbing crony capitalism via reform of : 

(a) the political funding system,
(b) the policy process,
© the audit institution and
(d) the business environment