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SUMMARY:Graduate Research Seminar: India: past\, present\, and future - Ka
 te Boehme\, PhD History and Pallawi Sinha\, PhD Education
DTSTART:20150306T180000Z
DTEND:20150306T190000Z
UID:TALK57269@talks.cam.ac.uk
CONTACT:20337
DESCRIPTION:_*Delocalising industry: Bombay's entry into the global econom
 y*_\n*by Kate Boehme\, PhD History*\n\nIn this talk I will discuss the spe
 culation mania and economic crash that crippled the Bombay economy in the 
 1860s\, at the height of its industrial development\, and how\, in its rec
 overy\, the city's business community created a model of commercial enterp
 rise that built up Bombay as a world financial capital.\n\n\n_*Emergent ed
 ucation in the homogenised world: the significance of integrating indigeno
 us knowledge\, cultural practices and skills towards future education in I
 ndia*_\n*by Pallawi Sinha\, PhD Education*\n\nIndia’s educational dilemm
 a\, postcolonial mechanisms\, indigenous communities and disappearance of 
 culturally-enriched skills and practices frame the context of this study. 
 In particular\, the study intends to explore the interests\, values\, conc
 epts and perspectives of the disengaged or indigenous peoples with regards
  to knowledge\, learning and education. The literature chapter reviews the
  scholarship to analyse the conceptual space of this ‘marginalised’ vo
 ice within the dominant political\, cultural and educational context. It e
 stablishes the postcolonial imperative\, topical educational hegemony\, an
 d the relationship between arts\, community and culture.  The scholarship 
 urges development of sustainable educational systems that are authentic\, 
 contextual and empower future citizenship. The aim of this research is to 
 conduct a systematic\, ethnomethological study that investigates indigenou
 s practices through socio-political and cultural lenses in the context of 
 education. It deconstructs ethnomethodology to substantiate its methodolog
 ical relevance\, ascertaining the community’s own path to self-determina
 tion and managing outsider-insider disparities. \n\nFurthermore\, it ident
 ifies how such methods empower the marginalised by enabling multimodal exp
 ressions and access to data that other methods may not elicit. The paper c
 oncludes the urgency for development of sustainable educational systems au
 thentic to India\, which empowers future citizenship. It directs a third s
 pace in education to reflect future pedagogic action\, of difference not d
 omination\, of localisation not assimilation.\n
LOCATION:Alison Shrubsole Room\, Homerton College
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