Rose, R. and Doveston, M. (2015) Collaboration across cultures: planning and delivering professional development for inclusive education in India. Support For Learning. 30(3), pp. 177-191. 0268-2141.
- Information
Information
Abstract:
In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously
had little contact, in order to deliver courses that have been long established in their own universities. This article discusses some of the challenges of working in international contexts, and suggests that respectful professional development must be founded upon equitable partnerships that involve local colleagues. It is suggested that time needs to be invested in understanding
national and local initiatives in order to place these within the context of international developments, and that knowledge of local schools and resources is essential to the effective development and delivery of courses.
The article is based upon the experiences of tutors from the UK who have been working alongside colleagues from India in the delivery of professional development over many years, and more recently in the management of an MA programme in Special and Inclusive Education in Bangalore.
Uncontrolled Keywords:
Professional development, inclusion, India, training, special educational needs
Subjects:
L Education > LA History of education > LA410 Other regions or countries > LA1151 India
L Education > LC Special aspects of Education > LC1200 Inclusive education
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators
L Education > LC Special aspects of Education > LC1200 Inclusive education
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators
Creators:
Rose, R. and Doveston, M.
Publisher:
Blackwell Publishing
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
29 September 2015
Date Type:
Publication
Page Range:
pp. 177-191
Journal or Publication Title:
Support For Learning
Volume:
30
Number:
3
Language:
English
ISSN:
0268-2141
Status:
Published / Disseminated
Refereed:
Yes
References:
ALUR, M. and BACH, M. (2010) The Journey for Inclusive Education in the Indian Sub-Continent.
New York: Routledge.
BAILY, S. (2015) Who gets left behind? The fate of the unrepresented in the wake of
US–India higher education partnerships. Policy Futures in Education. doi: 10.1177/
1478210314567289
BIGGS, J. B., (2001) Teaching across cultures. In F. Salili, C.-Y. Chiu, and Y.-Y. Hong (eds.), Student
Motivation: The Culture and Context of Learning pp. 277–300. London: Springer.
BORDOLOI, R. (2011) Challenges in elementary education in India: various approaches. Journal of
Education and Practice, 2, 7, 39–45.
DAS, A. (2001) Perceived Training Needs of Regular Primary and Secondary School Teachers
to Implement Inclusive Education Programs in Delhi, India. PhD thesis, University of
Melbourne.
DAS, A. (2007) How far have we come in Sarva Siksha Abhiyan? Economic and Political Weekly, 42,
1, 6–12.
DAS, A., GICHURU, M. and SINGH, A. (2013) Implementing inclusive education in Delhi, India:
regular school teachers’ preferences for professional development delivery modes. Professional
Development in Education, 39, 5, 698–711.
DAS, A., KUYINI, A. B. and DESAI, I. P. (2013) Inclusive education in India: are the teachers
prepared? International Journal of Special Education, 28, 1, 27–36.
DYER, C., CHOKSI, A., AWASTY, V., MOYADE, R., NIGAM, N., PUROHIT, N., SHAH, S. and
SHETH, S. (2004) Knowledge for teacher development in India: the importance of ‘local
knowledge’ for in-service education. International Journal of Educational Development, 24, 1,
39–52.
DYER, C. (2005) Decentralisation to improve teacher quality? District Institutes of Education and
Training in India. Compare: A Journal of Comparative and International Education, 35, 2,
139–152.
GOVERNMENT OF INDIA (1996) Persons with Disabilities (Equal Opportunities, Protection and
Full Participation Act) New Delhi: Government of India.
GOVMDA, R. and JOSEPHINE, Y. (2005) Para-teachers in India: a review. Contemporary Education
Dialogue, 2, 2, 193–224.
GUSKEY, T. R. (2000) Evaluating professional development. Thousand Oaks, CA: Corwin
Press.
HODKINSON, A. and DEVARAKONDA, C. (2009) Conceptions of inclusion and inclusive education:
a critical examination of the perspectives and practices of teachers in India. Research in
Education, 82, 1, 85–99.
KALYANPUR, M. (2008) Equality, quality and quantity: challenges in inclusive education
policy and service provision in India. International Journal of Inclusive Education, 12, 3, 243–
262.
MISHRA, P. (2012) From the Ruins of Empire: The Revolt against the West and the Remaking of Asia.
London: Allen Lane.
MITCHELL, D. and DESAI, I. (2005) Diverse socio-cultural contexts for inclusive education in Asia.
In D. Mitchell (ed.) Contextualizing Inclusive Education: Evaluating Old and New International
Perspectives pp. 166–201. London: Routledge.
MINISTRY OF HUMAN RESOURCE DEVELOPMENT (2000) Sarva Siksha Abhiyan: A
Programme for Universal Primary Education – Framework for Implementation. New Delhi:
Government of India.
MINISTRY OF HUMAN RESOURCE DEVELOPMENT (2009) Right of Children to Free and
Compulsory Education Act. New Delhi: Government of India.
NAIDU, A. (2008) Collaboration in the era of inclusion. In C. Forlin and M. J. Lian (eds.), Reform,
Inclusion and Teacher Education pp. 30–41. London: Routledge.
PANDEY, S. K. (2013) An exploratory study on the apprehensions and implementation of Right to
Education Act, 2009. Education India Journal, 2, 2, 15–28.
PARASURAM, K. (2006) Variables that affect teachers’ attitudes towards disability and inclusive
education in Mumbai, India. Disability and Society, 21, 3, 231–242.
RAJPUT, J. S. and WALIA, K. (1998) Assessing teacher effectiveness in India: overview and critical
appraisal. Prospects, 28, 1, 135–150.
ROSE, R., DOVESTON, M., RAJANAHALLY, J. and JAMENT, J. (2014) What is effective inclusion?
Interpreting and evaluating a western concept in an Indian context. In C. Forlin and T.
Loreman (eds.), Measuring Inclusive Education pp. 37–51. London: Emerald.
ROSE, R., DOVESTON, M., RAJANAHALLY, J., JAMENT, J. and VISSER, J. (2013) Supporting
inclusive classrooms: can western approaches to teaching be applied within an Indian context? In
Proceedings of the 21st Conference of the Asian Federation on Intellectual Disabilities (Panaji
7th–11th October). Delhi: Samadhan.
SARAVANABHAVAN, S. and SARAVANABHAVAN, R. C. (2010) Knowledge of learning disability
among pre- and in-service teachers in India. International Journal of Special Education, 25, 3,
132–138.
SEN, A. (2006) The Argumentative Indian. London: Penguin.
SHARMA, U. and DEPPELER, J. (2005) Integrated education in India: challenges and prospects.
Disability Studies Quarterly, 25, 1.
SHARMA, U., MORRE, D. and SONAWANE, S. (2009) Attitudes and concerns of pre-service
teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia
Pacific Journal of Teacher Education, 37, 3, 319–331.
SINGAL, N. (2006) Inclusive education in India: international concept, national interpretation. International
Journal of Disability, Development and Education, 53, 3, 351–369.
SONI, R. B. L. and RAHMAN, A. (2013) Status of Implementation of RTE Act 2009 in the Context
of Disadvantaged Children at Elementary Stage. New Delhi: National Council of Educational
Research and Training.
UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANISATION
(UNESCO) (1994) The Salamanca Statement and Framework for Action on Special Needs
Education. New York: United Nations Educational Scientific and Cultural Organisation.
UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANISATION
(UNESCO) (2000) The Dakar Framework for Action, Education For All: Meeting Our
Collective Commitments. New York: United Nations Educational Scientific and Cultural
Organisation.
WALIA, K. (2004) Reform of teacher education in India. Reform of Teacher Education in the
Asia-Pacific in the New Millennium Education in the Asia-Pacific Region: Issues Concerns and
Prospects, 3, 1, 93–106.
WATERVAL, D. J. G., FRAMBACH, J. M., DRIESSEN, E. W. and SHERPBIER, A. J. J. A. (2015)
Copy but not paste: a literature review of crossborder curriculum partnerships. Journal of Studies
in International Education, 19, 1, 65–85.
190
 |