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Supriya Baily, Ph.D. Assistant Professor George Mason University

Hobson’s Choice no more: Making Place for international education in spaces where basic education is a luxury. Supriya Baily, Ph.D. Assistant Professor George Mason University Alliance for International Education World Conference, October 20-22, 2012 Doha, Qatar.

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Supriya Baily, Ph.D. Assistant Professor George Mason University

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  1. Hobson’s Choice no more: Making Place for international education in spaces where basic education is a luxury. Supriya Baily, Ph.D. Assistant Professor George Mason University Alliance for International Education World Conference, October 20-22, 2012 Doha, Qatar

  2. “If in this Case there be no other…then Hobson's choice...which is, chuse whether you will have this or none” Fisher, 1660

  3. What do you know about this topic? • How do you know what you know? • What is important about what you know?

  4. How does this basis of this knowledge privilege students who have access to curriculum supporting this learning?

  5. What informs my work? • I am a critical theorist –where the generation of knowledge of structures will allow individuals to identify, relate and deconstruct the oppression and domination of such structures. • My own background • Field research in India and Indonesia – in gender mostly – but also spilling into work with practicing teachers in the US. • Involvement with international teachers in advanced professional development programs • “International education is education for international understanding” (UNESCO, 2004).

  6. CHALLENGES TO Education in India • High dropout rates • Large numbers of out-of-school children • Shortage of schools in close vicinity to homes; • Wasted time in terms of children taking just over seven years to complete what should be five years of primary schooling. • Low participation and achievement among girls, marginalized communities such as the Scheduled Castes and Scheduled Tribes as well as special needs populations. • Systemic issues relating to the effectiveness and efficiency of education such as poorly functioning schools, inadequate school infrastructure and facilities, high teacher absenteeism and vacancies, and inadequate funds. So where is their space for international education in India?

  7. What Questions Am I Asking? • What are the roles of teachers in presenting international education curricula? • How can space be made in places where the need for such curricula is questioned? • How can prospects be developed for teacher preparation in such contexts? • How is support offered for creative endeavors to engage those at the margins?

  8. What are the roles of Principals and teachers in presenting international education curricula? • “Universal education, keeping in mind the physical, mental and emotional characteristics of each child” • “Providing equal opportunities to learn without any prejudice with regard to caste, creed, or economic status of an individual.” • “Equal opportunity in education for all based on ability and aptitude, and not based on caste, creed, or religion or on economic status”. • “Open doors of good quality education to all sections – which the RTE Act is trying to do…but unfortunately there are too many loop holes”.

  9. How can space be made in places where the need for such curricula is questioned? • Does the Right to Education Act address space for such curriculum? • Facilities, technology, labs, and equipment are funding priorities for school officials. • Individual teachers continue to work independently when they can – but this does not meet the needs that are vast and vitally important.

  10. How is support is offered for creative endeavors to engage those at the margins? • Exams that include attributes of multicultural education – SUPW • Citizenship Education • Bal Bhavan -The vision of the National Bal Bhavan is to “develop creative thinking among children through non-formal educational activities which will inculcate in them confidence, self reliance, secular attitude and love for values that, in turn, will make our nation stronger” • Nehru Bal Sanghs and other camps

  11. How are prospects developed for teacher preparation in such contexts? • Coursework – Foundation courses, Specialization courses and one elective in either adult education, nonformal education, social education, tribal education, multigrade teaching, population education, special education or educational technology. • Through the National Bal Bhavan where the National Training Research Centre (NTRC) wing offers training to adults, teachers, teacher trainees and child educators, both from the formal and non-formal systems of education. • New teacher education programs, colleges and universities. • Increased scholarship from the developing country context – becoming as specific as we can about the resource issues.

  12. What questions must we continue to ask? • Is it the responsibility of spaces where international education curriculum exists to speak for perspectives of those without? • How are topics within IE privileging the knowledge, skills and attitudes of those who have the means to understand the scope of global connections? • How do we not reduce IE to new forms of cultural imperialism and continued notions of “west knows best”?

  13. Thank you! Supriya Baily sbaily1@gmu.edu

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