Sem - VIII (Fourth Year)

COURSE CODE	COURSE NAME	L	T	P	C
EDU202	KNOWLEDGE AND CURRICULLUM	4	0	0	4

 

COURSE OUTCOMES

 

CO1.   Understanding the approaches of curriculum Development.

CO2.   Analyzing the importance of curriculum change.

CO3.   Evaluating and synthesizing the epistemology of different philosophies.

CO4.   Applying the facets of knowledge.

 

COURSE CONTENT

 

UNIT I

Knowledge: Key Concepts

·         Meaning of Knowledge and Knowing, Kinds of knowledge and Sources of knowledge

·         Methods of acquiring Knowledge

·         ·Distinction Between Information and Knowledge, Belief and truth, Reasoning and Analysis Different Ways of Knowing

·         Relative roles of the knower and the known in knowledge transmission and construction

·         Contribution of the teachers in assimilation and dissemination of information and knowledge

 

UNIT II

 Different facets of knowledge and relationship, such as:

·         Local and University

·         Concrete and Absolute

·         Theoretical and Practical

·         Contextual and Textual

·         School and Out of School Culture and Knowledge

·         Role of culture in knowing

·         Ways of knowledge rendered in to action

·         Emerging problems relating to knowledge

 

UNIT III

Conceptual Framework of Curriculum

·         Curriculum – Meaning, nature and its organizing curriculum components

·         Principles of curriculum construction

·         Bases of curriculum Different Approaches to Curriculum Theory

·         Traditional approach

·         Learner driven approach

·         Critical approach Curriculum Process and Different ways of Approaching Curriculum Theory

·         Curriculum as product · Curriculum as process · Participatory approach

 

UNIT IV

Curriculum Design Models

·         Discipline Centered Design, Learner Centered Design & Problem Centered Design

·         Components required in Curriculum Development

·         Curriculum Change: Meaning, Need and Factors affecting Curriculum Change

·         Critical study of curriculum framework 2005 to 2009.

 

Tasks & Assignments

·         Evaluation of curriculum of 9th or 10th standard and submission of report

·         Any other project given by the institution.

 

SUGGESTED READINGS

Ø  Agarwal, V., & Bhatnagar, R. P. (1997). Educational administration. R. Lall Book Depot.

Ø  Aggarwal, J. C. (2003). Handbook of curriculum and instruction. Doaba Book House.

Ø  Aggarwal, J. C. (2005). Curriculum development 2005: Towards learning without burden and quality of education – An evaluation. [Publisher not specified].

Ø  Awad, E. M., & Ghaziri, H. M. (n.d.). Knowledge management. PHI Learning.

Ø  (Please add publication year if available.)

Ø  Bhatia, K. K., & Chadda, D. P. C. (1980). Modern Indian education and its problems. Prakash Brothers.

Ø  Nicholls, H. (1978). Developing curriculum: A practical guide. George Allen and Unwin.

Ø  NCTE. (2009). National curricular framework for teacher education. NCERT.

Ø  NCERT. (2005). National curricular framework for school education. NCERT.

Ø  Singh, R. P. (1990). Studies in teacher education. Bahri Publications.

Ø  Singh, L. C., & Sharma, P. C. (1995). Teacher education and the teacher. Vikas Publishing House.

Ø  Siddiqi, M. A. (1993). In-service education of teachers. NCERT.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COURSE CODE	COURSE TITLE	L	T	P	C
EDU212	GENDER, SCHOOL AND SOCIETY	3	0	0	3

 

COURSE OUTCOMES:

 

CO1.     Understanding gender issues in school, and its intersection with class, caste, religion and region.

CO2.     Describing key concepts-gender, gender bias, gender stereotype, gender parity, equity and equality and patriarchy.

CO3.     Reflecting on one’s aspirations and possibilities in order to understand a growing sense of agency as a ‘teacher’, a ‘professional’, as well as a ‘human being’.

CO4.     Evaluating the processes of socialization at home and school that act as shaping factors in personality formation of the school-going child (in Indian contexts).

 

COURSE CONTENT

 

UNIT 1 Gender Issues

·       Gender and patriarchy, Gender bias, gender stereotyping, Equity and equality in relation with caste, class, religion ethnicity, disability and region.

·       Historical backdrop: some landmarks from social reform movements

·       Theories on gender and education: Application In Indian context a) Socialization theory b) Gender difference c) Structural theory d) Deconstructive theory

·       Gender Identities and Socialization Practices infamily, schools and other formal and informal organization

·       Teacher as an agent of change

 

UNIT 2 Understanding the nature and processes of socialization

·       At home: family as a social institution, parenting styles and their impact, transmission of parental expectations and values

·       Socialization and the community: neighborhood, extended family religious group and their socialization functions, mutual dependence of man and society

·       At school: impact of entry to school, relation between school and society, value formation in the context of schooling {role of schooling in developing national, secular and humanistic values}

·       Understanding interface between home, community and school.

 

Unit III-Gender issues and paradigm.

·       Gender culture and institution - Intersection of class caste, religion and region.

·       Paradigm shift from women's studies to gender studies.

·       Contemporary period-Recommendations of policy initiatives, commissions and committees.

 

 

Unit IV-Education and Gender

·       Education for development of gender aspiration.

·       Education for development of responsible citizen.

·       Education for development of life skill preparation of individual for the 21^st century.

 

Tasks & Assignments:

·       Field visit to schools, to observe the schooling processes from gender perspective

·       Collection of folk lore’s reflecting socialization process.

·       Any other project given by the institution

 

SUGGESTED READINGS

·       Havinghurst, R. (1995). Society and education.Boston; Allyn and Bacon.

·       Inkeles, A. (1987). What is sociology? New Delhi: Prentice Hall of India.

·       M.H.R.D. (1990). Towards an enlightened and human society. New Delhi: Dept. of Education.

·       Kamat, A.R.(1985). Education and social change in India. Mumbai: Samaya Publishing House.

·       Maunheim,K.(1962). An Introduction to Sociology of Education. London: Routledge and Kegan Paul.

·       Pandey, K.P. (1983). Perspectives in Social Foundations of Education, Ghaziabad: AmitashPrakashan

·       Bussolo (2009).Gender Aspects of the Trade and Poverty Nexus: A Macro-Micro Approach (English): Palgrans Mac Millan U.K.

·       Geetha, V. and Revathi.A. (2011). The truth About Me: A Hijra Life story: Penguin Publishing Group.

·       Raimedhi, I. (2015). My Half of the sky. Sage Publications India Pvt. Ltd.

·       Tendon, N. (2008).Feminism: A paradigm Shift. Atlantic Publisher.

·       Mathu, A. (2007). Gender and development in India 01. Gyan Book Pvt. Ltd.

 

 

 

 

 

COURSE CODE	COURSE NAME	L	T	P	C
EDU 152	DRAMA AND ART IN EDUCATION	0	0	4	2

 

COURSE OUTCOMES

CO1.      Understanding the areas that are best suited for drama exploration.

CO2.      Understanding the role of the teacher as creative guide in learning that is drama driven.

CO3.      Describing how learning can take place in the classroom through group drama exploration by a whole class of elementary school students.

CO4.      Creating different types of Art and playing drama at their own.

 

COURSE CONTENT

 

UNIT I

Understanding Drama and Arts in Education

·         Meaning and Concept of ‘Art’ and ‘Arts in Education’,

·         Understanding aesthetics and its education relevance

·         Drama and Arts as Pedagogy of learning and development- understanding drama, Arts (Visual & Performing Arts) and their importance in teaching- learning of different subjects at school level.

·         Range of art activities in drama

·         Experiencing, responding and appreciating drama

·         Exposure to selective basic skills required for drama

·         Drama: Facilitating interest among students: planning and implementing activities

·         Enhancing learning through drama for children with and without special needs: strategies and adaptations

UNIT II

 Media and Electronic Arts

·         Range of art activities in media and electronic art forms

·         Experiencing, responding and appreciating media and electronic arts

·         Exposure to selective basic skills in media and electronic arts

·         Media and electronic arts: Facilitating interest among students: planning and implementing activities

·         Enhancing learning through media and electronic art for children with and without special needs: strategies and adaptations

·         Sessional work (Any two of the following):

·         Role Playing’ activity for historical / contemporary personalities wherein students play the role of that personality to advocate his/her opinions/decisions/thought processes (for example, Akbar, Hitler, Galileo, Bhagat Singh etc.)

·         Write a self-reflective essay on how this course on art will make you a better teacher

·         Learn and briefly explain how music notations are made. Submit a brief report OR learn and explain the concept of composition in visual art. Submit a brief report. OR make and submit a sample advertisement for a product OR Learn Mudras of a classical dance forms and hold a session for the students on that. Submit photo report of the same OR Carry out web search on Indian sculpture and submit a brief compilation

·         Organizing art, craft and music exercises with small groupsfollowed by discussions and presentation.

·         Observe an art period in a school and briefly write your reflections on it.

·         Any other project/ assignment given by the institution.

 

SUGGESTED READINGS

Ø  Chawla, S. S. (1986). Teaching of art. Publication Bureau, Punjabi University.

Ø  Efland, A. D. (1990). A history of art education: Intellectual and social currents in teaching the visual arts. Teachers College Press.

Ø  Khanna, S., & National Book Trust. (1992). Joy of making Indian toys (Popular Science Series). National Book Trust.

Ø  McCaslin, N. (1987). Creative drama in the primary grades (Vol. I) & In the intermediate grades (Vol. II). Longman.

Ø  Mishra, A. (2004). Aaj bhi kharein hain talaab (5th ed.). Gandhi Peace Foundation.

Ø  Narayan, S. (1997). Gandhi’s views on education: Buniyadi Shiksha [Basic education]. In The selected works of Gandhi: The voice of truth (Vol. 6). Navajivan Publishing House.

Ø  NCERT. (2006). Position paper: National Focus Group on Arts, Music, Dance and Theatre. NCERT.

Ø  Prasad, D. (1998). Art as the basis of education. National Book Trust.

Ø  Sahi, J., & Sahi, R. (2009). Learning through art. Eklavya.

Ø  Vaze, P. (1999). How to draw and paint nature. Jyosna Prakashan.