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Roy, Kumkum – Contemporary Education Dialogue, 2017
The article explores the ways in which concerns of history, in terms of content, concepts and methodology, find space or do not find space within textbooks used for teaching languages. These may be more important as sites of "knowledge" than social science books, because the latter are often regarded as insignificant within the formal…
Descriptors: Textbooks, Content Analysis, Indo European Languages, Middle Class
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Dalal, Jyoti – Contemporary Education Dialogue, 2016
Pierre Bourdieu had modest, peasant roots. He was born in 1930, in a rural family in the Béarn province of south-western France. He was the first one in his family to finish high school. His father, the son of a sharecropper, was a postal worker. Bourdieu, being a "scholarship boy," made his way to the elite École Normale Supérieure.…
Descriptors: Educational Sociology, Philosophy, Biographies, College Faculty
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Venkatesh, Karthik – Contemporary Education Dialogue, 2016
This article attempts to dwell on four aspects specific to Mahatma Phule's work in education: (i) Mahatma Phule's own social and educational background which undoubtedly had a fair degree of influence on his subsequent social activism. (ii) The article will also attempt to explore Phule's educational activism in terms of his founding and…
Descriptors: Educational History, Activism, Socioeconomic Background, Educational Background
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Agnihotri, Rama Kant – Contemporary Education Dialogue, 2013
The basic questions that a scholar interested in the study of language asks are concerned with language structure, acquisition, and change. William Labov is a linguist who has deeply influenced the linguistic scene in the past 60 years. It is to Labov's credit that he showed, backed by solid evidence, that the questions concerning language change,…
Descriptors: Language Variation, Linguistic Theory, Ghettos, Disadvantaged