Tracing Global-Local Transitions within Early Childhood Curriculum and Practice in India

Abstract

Taking the view that curriculum and pedagogy are complex processes related to history, politics, economics, culture and knowledge, and influenced by interactions that occur between students, teachers and the larger communities, this article will discuss how curriculum takes shape and is negotiated in some early childhood classrooms in post-colonial urban India. The article draws on empirical and published research, and includes a discussion on the influence of recent local and global forces on teaching and learning, focusing specifically on issues such as: the deep divide between private and public education in India; the challenge of sustaining local government schools in India in the face of the global emphasis placed on knowledge of the English language; the recent increase in the emergence of private schools in low- as well as high-socio-economic-class neighborhoods in India; the more recent neo-colonial influences of western media on children's lives in their homes and schools; and early childhood teachers' perceptions on the transitions between ‘western’ and ‘Indian’ values.