Teaching India-Pakistan Relations: Teachers’ attitudes, practices and agency

The rivalry between India and Pakistan began on British withdrawal from the British Indian Empire in 1947, and with the sudden partition of India immediately afterwards. It has proven remarkably resilient. While the countries share a long history and have considerable social–cultural affinity, relations since Partition have been marked by three wars, constant border skirmishes and a deep distrust that permeates both societies. In each, teaching about those relations is weighted with political and cultural significance, and research shows that curriculums have been used to shape the mindset of new generations with regard to their neighbouring state. This book explores the attitudes and pedagogical decision-making of teachers in India and Pakistan when teaching India–Pakistan relations. Situating teachers in the context of reformed textbooks and curriculums in both countries that explicitly advocate critical thinking and social cohesion, Kusha Anand explores how far teachers have enacted these changes in their classrooms. Based on data collected from teachers via semi-structured interviews and classroom observations in India and Pakistan she argues that, despite whole-nation policies and texts, teaching of India–Pakistan relations is dependent on the socio-economic status of schools. While there is progress towards the stated goals, teachers in both countries face pressures from the interests of school and state, and often miss opportunities to engage with multiple perspectives and stereotypes in their classrooms

Teaching India–Pakistan Relations

The rivalry between India and Pakistan began on British withdrawal from the British Indian Empire in 1947, and with the sudden partition of India immediately afterwards. It has proven remarkably resilient. While the countries share a long history and have considerable social–cultural affinity, relations since Partition have been marked by three wars, constant border skirmishes and a deep distrust that permeates both societies. In each, teaching about those relations is weighted with political and cultural significance, and research shows that curriculums have been used to shape the mindset of new generations with regard to their neighbouring state. This book explores the attitudes and pedagogical decision-making of teachers in India and Pakistan when teaching India–Pakistan relations. Situating teachers in the context of reformed textbooks and curriculums in both countries that explicitly advocate critical thinking and social cohesion, Kusha Anand explores how far teachers have enacted these changes in their classrooms. Based on data collected from teachers via semi-structured interviews and classroom observations in India and Pakistan she argues that, despite whole-nation policies and texts, teaching of India–Pakistan relations is dependent on the socio-economic status of schools. While there is progress towards the stated goals, teachers in both countries face pressures from the interests of school and state, and often miss opportunities to engage with multiple perspectives and stereotypes in their classrooms

The debate between secularism and Hindu nationalism – how India’s textbooks have become the government’s medium for political communication

Schools and textbooks are significant mediums for the transmission of political ideas. Textbooks therefore reflect the ideology of the day whilst imparting values, goals, and myths to younger generations. This article provides an insight into the nexus between politics, the state, the social contract, and school textbooks in India. It critically highlights the ways in which the discourses of political parties of the (national) Self and Other are invoked and reflected in school textbooks underpinning the parties’ versions of national identity and transmit their wider political messages, with devastating results on the debates about Indian citizenship. There is a clear link between changing political parties at the helm of national and state governments and which school textbooks are in use. The article reviews the textbook politics between 1998 and 2020, focusing in particular on how the present BJP-led government has appointed Hindutva-minded scholars to lead education institutions underpinning the message of India being a Hindu nation. The right wing RSS has been allowed by the Narendra Modi government to influence the formulation of the National Education Policy 2020 as well as suggesting changes to textbooks to push the national discourse of citizenship defined by Hindutva at the Union and State levels. The article adds, theoretically and substantively, to the specific link between education and the current issues of Indian citizenship as the government tries to change the values of India’s constitution. Not many in this generation of Indians think this is abnormal, as this reflects what they have learnt at school and historically been used to shape the hostile mind-set of new generations vis-à-vis their neighbors, and other religious communities. The article evaluates how over the last two decades textbooks of the National Council for Education Research and Training (NCERT) interpret government policy objectives and guidelines to depict Indian national identity, internal ethnic and cultural diversity, and citizenship

Delhi's Education Revolution

In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be the equal of private-school provision. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that AAP are delivering on that promise. But is this success reflected by experience in schools? Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of one key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 research interviews conducted via Zoom during the Covid pandemic in the summer of 2020, teachers explain how the reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. Analysis of views about critical issues such as inclusion and the pressure of achievement targets in classrooms that often contain more than 50 students, informs their observations about the reform programme itself. The study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, and most especially, in Delhi

Lessons from the COVID-19 pandemic to improve the health and social care and wellbeing of minoritised ethnic groups with chronic conditions or impairments: protocol for the mixed methods intersectional asset-based study CICADA

BACKGROUND: The pandemic has inequitably impacted the experiences of people living with ill health/impairments or from minoritised ethnic groups across all areas of life. Given possible parallels in inequities for disabled people and people from minoritised ethnic backgrounds, their existence before the pandemic and increase since, and the discriminations that each group faces, our interest is in understanding the interplay between being disabled AND being from a minoritised ethnic group. OBJECTIVE: The overarching aim of the CICADA project, building on this understanding, is to improve pandemic and longer-term support networks and access to and experiences of care, services and resources for these under-served groups, both during the pandemic and longer term, reducing inequities and enhancing social, health and wellbeing outcomes. METHODS: This mixed methods study involves three 'sweeps' of a new UK survey, secondary analyses of existing cohort and panel surveys, a rapid scoping review, a more granular review, and qualitative insights from over 200 semi-structured interviews including social network/map/photo elicitation methods, and two subsequent sets of remote participatory research workshops. Separate stakeholder co-creation meetings, running through the study, will develop analyses and outputs. Our longitudinal study design enables us to explore significant relationships between variables in the survey data we collect, and also changes in variables with time, including consideration of varying pandemic contexts. The qualitative data will provide more granular detail. We will take a strengths and assets-based approach, underpinned by the social model of disability and by intersectional considerations, to challenge discrimination. Our exploration of the social determinants of health and wellbeing is framed by the social ecological model. RESULTS: The CICADA project was funded by the Health and Social Care Delivery Research (HSDR) Programme of the National Institute for Health and Care Research (NIHR) in March 2021 and began in May 2021. Further work within the project (84 interviews) was commissioned in March 2022, focussing on mental health specifically in North-East England, Greater Manchester and the North-West Coast. Data collection began in August 2021, with the last participants due to be recruited in September 2022. As of January 2022, 5,792 survey respondents and 227 interviewees had provided data. From April 2022, the time of article submission, we will recruit participants for the sub-study and wave 2 of the surveys and qualitative work. We expect results to be published by winter 2022. CONCLUSIONS: In studying the experiences of disabled people with impairments and those living with chronic conditions who come from certain minoritised ethnic groups, we are aiming for transformative research to improve their health and wellbeing. CLINICALTRIAL: INTERNATIONAL REGISTERED REPORT: DERR1-10.2196/38361

Lessons from the COVID-19 pandemic to improve the health and social care and wellbeing of minoritised ethnic groups with chronic conditions or impairments: protocol for the mixed methods intersectional asset-based study CICADA

The pandemic has inequitably impacted the experiences of people living with ill health/impairments or from minoritised ethnic groups across all areas of life. Given possible parallels in inequities for disabled people and people from minoritised ethnic backgrounds, their existence before the pandemic and increase since, and the discriminations that each group faces, our interest is in understanding the interplay between being disabled AND being from a minoritised ethnic group. OBJECTIVE: The overarching aim of the CICADA project, building on this understanding, is to improve pandemic and longer-term support networks and access to and experiences of care, services and resources for these under-served groups, both during the pandemic and longer term, reducing inequities and enhancing social, health and wellbeing outcomes. METHODS: This mixed methods study involves three 'sweeps' of a new UK survey, secondary analyses of existing cohort and panel surveys, a rapid scoping review, a more granular review, and qualitative insights from over 200 semi-structured interviews including social network/map/photo elicitation methods, and two subsequent sets of remote participatory research workshops. Separate stakeholder co-creation meetings, running through the study, will develop analyses and outputs. Our longitudinal study design enables us to explore significant relationships between variables in the survey data we collect, and also changes in variables with time, including consideration of varying pandemic contexts. The qualitative data will provide more granular detail. We will take a strengths and assets-based approach, underpinned by the social model of disability and by intersectional considerations, to challenge discrimination. Our exploration of the social determinants of health and wellbeing is framed by the social ecological model. RESULTS: The CICADA project was funded by the Health and Social Care Delivery Research (HSDR) Programme of the National Institute for Health and Care Research (NIHR) in March 2021 and began in May 2021. Further work within the project (84 interviews) was commissioned in March 2022, focussing on mental health specifically in North-East England, Greater Manchester and the North-West Coast. Data collection began in August 2021, with the last participants due to be recruited in September 2022. As of January 2022, 5,792 survey respondents and 227 interviewees had provided data. From April 2022, the time of article submission, we will recruit participants for the sub-study and wave 2 of the surveys and qualitative work. We expect results to be published by winter 2022. CONCLUSIONS: In studying the experiences of disabled people with impairments and those living with chronic conditions who come from certain minoritised ethnic groups, we are aiming for transformative research to improve their health and wellbeing