Resources
Explore this section to look at the rich repository of resources compiled and generated in-house by RRCEE. It includes curriculum materials, research articles, translations, and policy documents, including commission reports, resources for teachers, select articles from journals and e-books. These all are collated under in user friendly categories, with inter-sectional tags. These resources are both in Hindi and English and cover a wide range of topics.
Conservation, power and democracy
On eminent domain and sovereignty
Project snow leopard
A river, for now
Transformation or tinkering
With schooling recognized as one key indicator of the human development index, a lot of money and effort has been invested in this sector in recent years. In the eighties, when educators and NGOs were interested in starting programmes with a focus on learning and education, international and other resource agencies often said that it was not their area of priority. Some others felt that socially organizing the people was enough and everything else would fall into place.
In the labyrinth of the education bureaucracy
In matters related to elementary education, more than in any other field, the Indian state’s metacapital is unquestionable. That is, the state not only has access to real capital but also deploys and reinforces its power through the symbolic, cultural and social capital that it has built up.
Memories of experiments in education
Way back in the early 1970s, we searched for a world better than the one we saw around us, a world bigger than ourselves and our lives, a world worth living to make. The journey took us in various directions: some to devise development projects to alter rural reality, some to politics; others to theatre, poetry, writing, the arts or design in search of a language that was authentic and true to the times and yet others to rediscovering the ends and means of education. There was a restlessness, an impatience, a desire to get on with it and not just talk about it.
Caring for children
Only a society that cares for its children, especially the very young, can be said to be truly developed. Our society has failed its children, rendered them unprotected and ignored their basic rights; they are in any case voiceless and do not constitute a vote bank. Our newborn children, toddlers and those who can barely talk or express themselves, the 0-36 month olds, not only live precarious lives but have limited access to institutional care and government systems.
The diverse learning needs of children
Even a casual observation of children shows that they develop at differing pace and, over time, achieve different levels of skills in various areas. This paper attempts to examine the diversity in the development of children by focusing on situations where there may be low ability. It is believed that diversity is a result of individual factors, parenting situations and the inputs of professionals working with young children.