Science education literature states that fostering students’ and teachers’ knowledge of NOS has shifted from being a desirable goal to an essential one. This article focuses on the development of NOS conceptions among MA Education students. To develop those conceptions, the researcher designed various learning activities in the context of ​‘research of history on DNA’. Seven students were observed and audiotaped while working in groups in this classroom qualitative study. Before the intervention, pre-test on ​‘views on science’- Chen (2006) and group discussions held with participants indicated that their NOS conceptions were basic. After 7 sessions, a post-test was administered to students asking to justify NOS conceptions. These conceptions: scientifc knowledge is tentative, laws are generalisations or universal relationships, theories are inferred explanations of nature; and that science is empirically based, socio-culturally embedded, and creative. Classroom discourses and responses to a post-test indicated that participants justifed some NOS conceptions very well and some not so very well. It also argues that HOS ofers potential for improved learning of NOS.

The Rushikulya beach in eastern India is considered to be an important rookery (nesting site) for a species of migratory marine turtle, the olive ridleys Lepidochelys olivacea, because it is one of a handful of sites around the world where an arribada or mass-nesting event occurs. During an arribada, thousands of ridleys nest simultaneously over a small section of the beach, and several weeks later, millions of hatchlings emerge from these nests and crawl into the sea. Given the uniqueness of this phenomenon, conservation programmes have emphasised the monitoring and protection of ridleys during an arribada. In Rushikulya, this involves an assemblage of multiple actors, including biologists, their local assistants, and staff of the Odisha Forest Department. In this article, I use the concept of ontological choreography, drawn from multispecies scholarship, to focus attention on how members of this assemblage bring together different ontological orders, mainly nature and the individual self, to protect the ridleys. Further, I use this concept to direct attention to the hybrid nature of conservation practice — that it can simultaneously be affective, embodied, performative, sensory and technical. Overall, this article demonstrates how multispecies approaches can enrich social studies of conservation.

Authors:

Madhuri Ramesh

The present paper is a conceptual paper which explores the innate nature of languages exploring how they are in constant flux. From their sociological birth to them being politically accepted, languages go through a plethora of changes. This paper explores concepts like high and low varieties of language e.g., Hindi in playgrounds and Hindi used to teach; the concept of prestige associated with a language, as well as concepts like elaborate and restricted code by Basil Bernstein. It explores the creole continuum and how they are connected to language death. Diglossic conditions may also lead to languages being used over another leading to language disuse. Certain linguistic groups, despite having a working language, assimilate themselves with a larger language due to many possible reasons (economic, political, geographical or anything else). This paper will take the discussion forward with how policy decisions can also lead to systematic extinction of certain languages due to the farsightedness of language planning. Paulo Friere (Friere, 1985) spoke about how local languages can be the backbones of language education. This paper explores the inability of state level language planning policies at incorporating local languages into the curriculum leading to eventual endangerment of the language over generations. This paper will also look at languages with shared script and how it might be the result of language imperialism over centuries. The content and opinions expressed are that of the authors and are not necessarily endorsed by/​do not necessarily reflect the views of Azim Premji University.

The objective of this study was to assess the impact of short-term fasting and subsequent re-feeding cycles on compensatory growth performance, blood glucose levels, and digestive enzyme activity in mono-sex juvenile Nile tilapia (Oreochromis niloticus) over a 60-day period. A total of 150 juvenile Nile tilapia (Avg. wt. 9.34 ± 0.97 g) were allocated into five treatment groups: a control group (continuously fed) and four fasting groups — T1 (1‑day fasting), T2 (3‑day fasting), T3 (5‑day fasting), and T4 (7‑day fasting). Re-feeding occurred for 7 days in each group immediately following the fasting period in a recurring cycle. The average weight gain, specific growth rate, and feed efficiency ratio significantly (p < 0.05) declined starting from the T3 group. Blood glucose levels during fasting significantly decreased starting from the T2 group, but after re-feeding, they returned to levels comparable to the control group. The liver glycogen levels significantly (p ≤ 0.05) decreased during fasting and completely recovered upon re-feeding, while muscle glycogen levels did not show any significant (p ≤ 0.05) changes throughout the experimental duration. The activities of the digestive enzymes amylase and lipase significantly (p ≤ 0.05) decreased during fasting starting from T1 and T2 groups, respectively, but after re-feeding, they returned to the levels seen in the control group. In contrast, the protease enzyme levels during the fasting period initially increased up to the T2 group and subsequently returned to control levels in the T4 group. The findings of this study indicate that only the groups that experienced very short fasting periods, specifically up to the T2 group, attained body weights like the control group upon re-feeding due to compensatory growth. Therefore, this study concluded that implementing up to 3 days of fasting followed by 7 days of re-feeding in multiple cycles can serve as a strategy for minimizing input costs in tilapia farming.

There has been sustained debate for several decades, on the complex relationships between gender and science. Feminist scholars have critiqued the practices of science as being hegemonic. They trace the history of dominant practices to movements such as logical positivism. The justification for such a methodology drew from the premise that it led to the production of ​‘objective’ knowledge — true and free from human bias. However, a methodology that could be alienating for girls considering the traditional ways through which women have been socialised, could hinder the development of a ​‘science identity’. For girls who manage to continue with science in higher education, there are various other intangible barriers keeping them away from pursuing what seemed during their formative years as promising careers in science. This article presents an analysis of an assignment taken up by students in a Master’s in Education programme, as part of a course in Science Education. It required groups of students to interview a woman scientist in person and observe her working in the institution with which she is affiliated. The qualitative, thematic analysis presented multiple narratives reflecting on the role of support systems together with large challenges in overcoming perceived societal biases. However, the questions and possibilities raised by them present understanding and hope to young girls identifying with and hoping to pursue their interests in science.

The consolidation of agricultural lands by dominant socio-economic groups is discussed in the context of contemporary debate on the land question by foregrounding market-led land transfers as a driver of accumulation in rural India. Empirically rooted in central India, the paper studies the commodification and increasing concentration of land as an outcome of the processes of agrarian change at work. 

The study explores the role of fish consumption in addressing nutrition security and malnutrition in a rural village in Telangana, India. It highlights that fish, particularly small indigenous species, provide affordable, high-quality protein and micronutrients. The study compares fish with other protein sources like poultry and livestock, finding that fish consumption significantly meets the nutritional needs of the rural population more effectively than other animal sources. India, despite being the third-largest fish producer globally, still faces challenges with malnutrition, especially among children and women. National Family Health Survey (NFHS) reports show alarming rates of stunting, wasting, and anemia, particularly in Telangana. The study demonstrates how increased fish consumption can play a crucial role in reducing these malnutrition rates by offering a cost-effective and nutrient-dense food source. The state government has encouraged fish production in Telangana through subsidies and initiatives like Pradhan Mantri Matsya Sampada Yojana. However, the research suggests that the fish distribution infrastructure needs significant improvement to increase access to fish for the broader population. The paper concludes that promoting fish consumption can be a viable strategy to combat malnutrition, improve food security, and provide economic opportunities for rural communities. Policy recommendations include enhancing market infrastructure, increasing fish production through scientific aquaculture, and raising awareness about the nutritional benefits of fish. These measures could ensure that fish contributes more significantly to achieving Sustainable Development Goals (SDG) related to hunger and malnutrition.

Authors: Gummadi Sridevi, Amalendu Jyotishi, Balaji Patturi, Matta Srinivas

While the recent COVID-19 pandemic has accentuated attention to the public health challenges of our times, many of these concerns are certainly not new. There are multiple public health concerns including the rising burden of non-communicable diseases, health risks due to environmental degradation and climate change, and re-emergence of several communicable diseases. Responses to these challenges, including educational responses, have often been reductionist and hence found to be inadequate. There has been an increasing global recognition of the need for transformative education to address the complex health challenges of the 21^st century. In this article, we discuss one such effort in designing a public health education programme in India that echoes the sentiment of transformative learning that is contextual, competency-driven, trans disciplinary, reflective, and collaborative. We discuss how these aspects of learning were reflected and considered through a series of internal deliberations within the university and external consultations with different stakeholders. This process involved examining existing gaps in public health education, articulating the core competencies, developing the curriculum, and envisaging students’ contribution to public health practice in India.

Authors:

Arima Mishra, Adithya Pradyumna, Mukta Gundi, Edward Premdas Pinto and Prasanna Saligram

When NASA provided free worldwide access to the Landsat data archive, scientists greatly expanded the analysis of new locations and novel topics. Of course, data democracy is not just for scientists. When citizens own the rights to generate and access data that speaks to their concerns, democracy is strengthened. Data democracy began to gain prominence in the early 2000s, with the growth of the open data movement. In today’s era of climate change, the term assumes increasing significance. Yet despite the large volume of opensource climate data, access remains largely limited to academia and business. Climate data democracy enables all sections of society to access climate data; understand how to use and interpret it; and be able to use data for climate action. Given the lack of data and severity of the crisis in the Global South, we argue that these regions must take the lead in driving conversations around climate data democracy.

The principle of reasonable accommodation according to Article 2 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) is defined as ​‘necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms’. Exploring the relationship between inclusive policies enacted in institutions of higher education in India, and their impact on those who claim accommodation, we discuss the nature of care that informs and animates such interactions. Drawing on feminist disability studies scholarship on care, particularly, Akemi Nishida’s recommendation that care is inherently collective we analyse two sets of transactions selected for study as enabling care in patronising and charitable manners, while simultaneously ignoring the politics of responding to and providing accommodations. We find that institutional responses to accommodation claims are less reflective of the socio-political and affective aspects integral to the RA principle. Instead, the focus seems to be on providing either technocratic solutions or interpreting RA claims as causing undue burden. By reading the RA principle through the lens of scholarship on interdependence, we aim to broaden the scope of adopting and interpreting the RA principle.

Nature-based solutions have gained popularity as an approach to reduce the impacts of climate and environmental change, providing multi-fold and multi-sectoral benefits especially in cities. Yet there has been growing concern about their utility for cities of the Global South, a concern fuel led by the paucity of studies, including scientific peer reviewed and gray literature. In this paper, we contribute to this knowledge gap, based on an analysis of 120 case studies of NBS in Global South cities, documented in two databases (Urban Natural Atlas and Oppla). These cases fall largely under categories of blue and green infrastructure, with a few cases also focusing on grey infrastructure (in buildings or campuses). While most cases are in Asia, several have also been documented in Africa and Central/​South America. Two-third of documented NBS cases are aligned towards either national, or lower-level (regional and local) policies indicating the importance of policy mechanisms for driving their implementation. Institutional arrangements are usually non-government, government or collaborative arrangements, with the goal of climate resilience, biodiversity support and ecosystem restoration — along with social goals of creating public spaces. However, when private players take on the mandate for NBS, they focus primarily on grey infrastructure (in buildings and campuses), primarily meant for private or employee benefits,and not for the public. In cases where public engagement is a stated priority, we find tokenistic approaches deployed, primarily seeking engagement through information dissemination and consultation predominate. Despite the stated importance for participation and engagement, only a few cases focused on empowerment and co-creation of NBS with local communities. We suggest that there is a greater need for documentation regarding the modes of participation especially on roles and levels of actors involved, to enrich our understanding of the impact of NBS on values of justice and equity in the cities of the global South.

This is a dialogue and reflection about fieldwork, laughter, and decolonising methodology. Is there a time to laugh? How and why should researchers laugh? By focusing on the Naga people in Northeast India, an Indigenous community with a deep history of militarisation, this dialogue draws our attention to the meaning of laughter, fellowship, and emotional connections. An Indigenous Naga anthropologist in conversation with an ecologist, this dialogue dwells on the meaning of laughter as sharing an experience of fellowship together. Social science methodologies are often structured on examinations, investigations interviews, fieldnotes, and observations. This dialogue opens a space to reflect on fieldwork, research, and decolonisation. Laughter, as this dialogue highlights, is about affection, solidarity, and collective vision. For any long-term relationship that one seeks to establish as a researcher, acknowledging and respecting the history of the land, adopting a community-approach, and mentoring Indigenous local scholars to lead the research among their respective communities are important steps towards decoloniality.

Graphical literacy or graphicacy is a critical component of scientific literacy. Graphs are used to integrate and represent complex sets of information requiring abstraction from perceptual experience. They form essential parts of the Mathematics and Science curriculum across school curricular stages. A key to developing meaningful pedagogic practices to inculcate graphical literacy is in understanding how students perceive and comprehend features of graphs and interpret them. This study attempts to understand how children from the primary, middle and high school years, perceive and interpret information in bar and line graphs. Two hundred and twenty-nine children from four different school contexts in Grades V, VII and IX were administered questionnaires and interviewed based on tasks requiring comprehension of graphs. It was found that children’s understanding of graphs was tied to the curricular progression which was significant at Grades V and IX. Comprehension of bar graphs with nominal data was easier compared to line graphs requiring integration of information from two dimensions and interpreting them. Further, graphs requiring preliminary levels of statistical understanding were easier to comprehend. While prior experience and facility with graphical conventions played a role, interpretation from spatial to symbolic representations posed challenges. Students did not have a clear preferred strategy or a linear comprehension trajectory, but moved back and forth between conventions, clustering of graphical elements and written content in questions, to make meaning. Those who had performed well used various perceptual strategies simultaneously. Further, they were found to employ transformational reasoning based on a sense of ​‘how things work’. It was observed that meaningful pedagogic practices at school and informal experiences outside the classroom aid graphical literacy.

Authors

Sindhu Mathai, Parvathi Krishnan, and Jaya Sreevalsan-Nair

The global uptake of green infrastructure in urban settings holds considerable promise for fostering both social and ecological benefits. Recognising the imperative to ensure equitable distribution of these advantages, this paper draws on the rich traditions of justice considerations within urban studies to inform research on urban greening. Focusing on three key trends — reconceptualising the ​‘urban’ category, acknowledging the role of historical processes in shaping contemporary uneven and unjust geographies, and considering power dynamics in infrastructure development — we propose five tenets for advancing justice-focused urban greening research. These tenets encourage researchers to act as knowledge brokers, practice reflexivity, recognise the complex dimensions of justice which diversity of scale might reveal, embrace uncertainty, and cultivate a ​“modest imaginary” concerning infrastructure projects.

Authors: 

Derickson, K., Walker, R., Hamann, M., Anderson, Adegun, O.B., Castillo, A. C.,Guerry, A., Keeler, B., Llewellyn, Liz, Matheney, A., Mogosetsi-Gabriel, N., Mundoli, S., Gajjar, S.P., Sitas, N., & Xie, L.P.

A national system of education in modern nation-states is usually geared towards nation-building and schools play a significant role in grooming children as future citizens. While the dominant and powerful usually emerge as the ​‘ideal citizen’ in the national imagination, the marginalised are constructed as the ​‘other’, vilified, and stigmatised. The school, with its overt and hidden curriculum, operates as a major site for the reproduction of dominant ideology while at the same time creating opportunities for exercising human agency. This article, an ethnographic study conducted in a government co-educational school in Delhi, examines how it sought to mould the students into ​‘ideal’ citizens and how this was received by them. Belonging to a relatively lower socio-economic background compared to the teaching community, did they give their acquiescence? Or were they able to exercise their agency to challenge the entrenched power structures in society? Were their responses shaped by their specific social locations and the unfolding of ​‘cultural politics’? Moreover, when the nature of ​‘official knowledge’ itself has undergone radical shifts and the idea of citizenship has been redefined with the introduction of the National Curriculum Framework 2005, were the students able to leverage the epistemological shifts embodied in the textbooks to reimagine and construct ideas of citizenship regarding marginalised communities? These are some questions that the present article seeks to address.

This article synthesises the evidence on the impact of interventions supporting adolescent girls’ and young women’s education on delaying marriage, childbearing and improving work participation. A total of 13 studies (eight from sub-Saharan Africa and five from South Asia) during the years 2000 – 2020 met our inclusion criteria. A major focus of the included studies was to reduce the schooling cost, with limited focus on strategies such as supplementary coaching, making schools girl-friendly, monitoring performance and sensitising communities about educating girls. Most studies that measured the effects on marriage and childbearing showed a positive impact. However, interventions were less successful in influencing work participation. Although a majority of studies reported positive effects on educational outcomes, fewer measured or reported positive effects on other social and health outcomes. This evidence synthesis suggests a need for studying long-term effects of such interventions on girls’ and women’s families, work and social life to inform policy. Studies that explore the varying impacts of such interventions on girls and women from different sociocultural settings are needed. Our evidence synthesis underscores the importance of making comprehensive efforts to support girls’ education in order to meet the global development commitments of ensuring equitable life opportunities for adolescent girls and young women.

The nature and extent of the under-representation of marginalised caste groups in enterprise ownership in India are examined. It is found that exclusion takes place in three distinct stages. First, the share of Scheduled Caste (SC), Scheduled Tribe (ST) or Other Backward Class (OBC) individuals in ownership of any enterprise is less than their share in the workforce. Second, among those who do engage in entrepreneurial activities, a disproportionately higher share of entrepreneurs from the marginalised identity groups are engaged in enterprises, which are not purely commercial and are likely to be subsistence-oriented. And finally, even within the owners of purely commercial enterprises, those from marginalised groups tend to be concentrated in the smaller enterprises and are severely under-represented in the larger and more productive ones. 

Fifty years ago this week, Gaura Devi, an ordinary woman from a nondescript village in India, hugged a tree, using her body as a shield to stop the tree from being cut down. Little did she know that this simple act of defiance would be a seminal moment in the history of India and the world. Or that Reni village, where she lived, would come to be recognised as the fountainhead of the Chipko environmental movement. What the foot soldiers of Chipko wanted was an acknowledgement of their Indigenous rights to access forest resources that were crucial for their survival. What they got instead was a national law and a ministry populated by a new breed of power brokers — who, in the years to come, would decide at times that habitat preservation is possible only by keeping local communities out.

Background: Care provision received renewed attention during the COVID-19 pandemic as several healthcare providers vied for the coveted title of ​“frontline warrior” while they struggled to provide care efficiently under varying health system constraints. While several studies on the health workforce during the pandemic highlighted their difficulties, there is little reflection on what ​“care” or ​“caring” itself meant specifically for community health workers (CHWs) as they navigated different community and health systems settings. The study aimed to examine CHWs’ caregiving experiences during the pandemic.

Methods: Twenty narrative interviews with CHWs including ASHAs (Accredited Social Health Activists) and ANMs (Auxiliary Nurse Midwives) were conducted in different states between July and December 2020.

Results: Our findings highlight the moral, affectual, and relational dimensions of care in the CHWs’ engagement with their routine and Covid-19 related services, as well as the ​“technical” aspects of it. In this article, we argue that these two aspects are, in fact, enmeshed in complex ways. CHWs extend this moral understanding not just to their work, but also to their relationship with the health system and the government, as they express a deep sense of neglect and the lack of ​“being cared for” by the health system.

Conclusion: CHWs’ experiences demand a more nuanced understanding of the ethics of care or caring that challenges the binaries between the ​“technical” and moral aspects of care.

The mental health discourse in India has been primarily viewed through a biomedical lens that often overlooks the cultural context and social inequalities. To ensure equitable access to preventive, promotive, curative, and rehabilitative mental healthcare, India needs practitioners who combine a social perspective with an empathetic approach. To address this need, we designed a course titled ​“Critical Perspectives on Mental Health” that aims to introduce the relevant perspectives and community-based approaches to mental health. In this article, we share our reflections on designing this course and facilitating it in the form of a post-graduation programme.

Biological invasions have profound impacts on biodiversity and ecosystem functioning and services, resulting in substantial economic and health costs estimated in the trillions of dollars. Preventing and managing biological invasions are vital for sustainable development, aligning with the goals of the United Nations Biodiversity Conference. However, some invasive species also offer occasional benefits, leading to divergent perceptions among stakeholders and sectors. Claims that invasion science overlooks positive contributions threaten to hinder proper impact assessment and undermine management. Quantitatively balancing benefits and costs is misleading, because they coexist without offsetting each other. Any benefits also come at a price, affecting communities and regions differently over time. An integrated approach considering both costs and benefits is necessary for understanding and effective management of biological invasions.

Authors: Laís Carneiro, Philip E Hulme, Ross N Cuthbert, Melina Kourantidou, Alok Bang, Phillip J Haubrock, Corey J A Bradshaw, Paride Balzani, Sven Bacher, Guillaume Latombe, Thomas W Bodey, Anna F Probert, Claudio S Quilodrán, Franck Courchamp

It has been reported from various contexts that learning quantitative methods for public health and social research is challenging for students. Based on our observations of these challenges, we designed a simulation-based pedagogical tool called Surveypura to support classroom-based learning of quantitative research methods. The tool includes a large illustration of a fictional village with 155 houses, alongside data for each of the households. The features of the houses, household characteristics, and the village have been carefully designed to give the visual feel of an actual village and better assist the pedagogical process. The tool was used by five facilitators with their master’s students at Azim Premji University in courses on social research and epidemiology. Our observations of the sessions and interactions with facilitators and students suggested that the tool supported more engaged learning of quantitative research methods in a non-intimidating manner. We believe that Surveypura can be a useful simulation-based pedagogical tool to teach quantitative research methods in epidemiology and social sciences even in other contexts.

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