SELECT LIST OF BOOKS ON EDUCATION

Politics of Education

1. Letter to Teacher by School of Barbiana

2. Danger School by IDAC
3. How Children Fail by John Holt
4. Social Character of Learning by Krishna Kumar
5. Political Agenda of Education by Krishna Kumar
6. The State and the Child in India by Myron Weiner
7. Compulsory Education and Child Labour by Myron Weiner
8. Facts against Myths - Child Labour by M. Kamat

Child Centered Education

9. Divaswapna by Gijubhai
10. Tottochan by T. Kuruyonagi
11. Summerhill by A. S. Neil
12. Preparation for Understanding by Keith Warren
13. Teacher by S. A. Warner
14. Child’s Language and the Teacher by Krishna Kumar
15. To Children I Give My Heart by V. Sukhomlynsky
16. The Open Classroom by K. Margaret
17. How to Use the Blackboard by David Horsburgh
18. The Blackboard Book by Eleanor Watts

Vision of Education

19. On Popular Education by Leo Tolstoy

20. Tagore - Pioneer in Education by Elmhurst
21. Basic Education by M. K. Gandhi
22. The Story of Nai Talim by Marjorie Sykes
23. On Education by Mulk Raj Anad
24. Road to Life by Anton Makarenko
25. Book for Parents by Anton Makarenko
26. After Deschooling, What?

by Ivan Illich, Frank Riessman (Editor), Colin Greer (Editor), Alan Gartner (Editor)
HarperCollins Publishers, 1973

27. Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy

by June A. Gordon
Routledge, 2002
ABSTRACT: Teachers in low-income communities face serious impediments to effective teaching and learning.
Through a unique blend of research and field experience, this book seeks to overcome the lack of communication
and mutual understanding between teachers and students in urban schools. June A. Gordon provides nine case
studies with insights as to how educators in urban settings may begin to understand the complexity of their students'
lives, engaging those same students in the process of this discovery. Beyond Classroom Walls provides inspiration
and assistance to urban educators, concerned community members, or parents wishing to transform the way they
view their community and the profession of teaching.

For a preview of this book, please visit: http://books.google.co.in/books?id=cLc3T4KXpfkC

28. Child Labour and the Right to Education in South Asia: Needs versus Rights?

by Naila Kabeer (Editor), Geetha Nambissan (Editor), Ramya Subrahmanian (Editor)

Sage Publications, 2003

ABSTRACT: South Asia has the largest number of child labourers in the world as well as the largest number of
children out of school. With contributors from policy makers, academics and activists working in the field of child
labour, and practitioners involved in delivering education to children who are outside the formal schooling system in
India and Bangladesh, this book brings together a range of perspectives on these issues.

29. Community Participation and Empowerment in Primary Education

by R. Govinda and Rashmi Diwan

Sage Publications, 2003

ABSTRACT: It is widely recognized that community participation can play an important role in promoting primary
education. It also has the potential to increase awareness levels and to bring about improvements in health and living
conditions. In India, too, decentralization has been identified in recent years as an essential component of the
processes of educational reform and change. This has resulted in many efforts to bring community and school closer
together as also to involve community members in the development of primary education programmes. This volume
presents the grassroots experiences, problems encountered, and lessons learnt from initiatives launched in five
Indian states.

30. Democratic Schools

by Michael W. Apple, James A. Beane

Eklavya Publications

ABSTRACT: In "Democratic Schools," you'll see how educators in four communities in the United States have
committed themselves to preparing students for the democratic way of life. Editors Michael Apple and James Beane
have gathered here narratives written by those intimately involved in each school reform effort. These stories of
change attest to the power of people working together to overcome difficulties and achieve common goals in creative
ways. At a time when the viability of public schools is being questioned by many, the schools in this book--Central
Park East Secondary School, the Rindge School of Technical Arts, Marquette Middle School, and La Escuela
Fratney--remind us that public schools play an important role in laying a firm foundation for our future as a democratic
society. Being themselves living models of democratic principles in action, these schools help young people
comprehend the meaning of active citizenship and teach them the knowledge and skills they need to sustain and
enrich our democracy.

31. Deschooling Society

by Ivan Illich

ABSTRACT: The author calls for a "cultural revolution" and urges a radical examination of the social myths and
institutions by which we presently live our lives. He scores the present educational structure in America as a sacred
cow which suits people for a life of consumption rather than action. In its stead he proposes a "deschooled" society;
legal protection from the obligatory, graded curriculum; laws forbidding discrimination on the basis of prior schooling;
the formation of skill centers where useful skill can be learned, taught by those best equipped to teach them; and
peer-matching by which the learned may share their knowledge with those seeking instruction. Central to the scheme
of "deschooling" is the idea of an educational voucher system--in which economic credit units allow the learner to
choose what he will learn, from whom he will learn, and why he will learn. In this way, Illich hopes to humanize our
increasingly technological society and destroy the "school myth".

32. Development in practice: Primary Education in India

A World Bank publication, 1997

33. Divasvapna (Day Dreams)

by Gijubhai Badheka
National Book Trust India, 1916

34. Education and Children with Special Needs : From Segregation to Inclusion

edited by Seamus Hegarty and Mithu Alur

Sage Publications, 2002

ABSTRACT: This important book discusses the principles and practice of moving from segregated education to
integration and then inclusion in the context of educating children with disabilities in present day India. The actions to
be taken are examined at two levels: the level of the system and that of the school. The contributors accordingly
discuss a number of important issues including legislative measures, administrative and financial support, equality of
opportunities, teacher training, classroom organisation, curriculum modification and parental involvement. Examples
of inclusive schooling at work are also provided. Besides providing a timely overview of the state of play with regard
to educating the disabled in India, the volume also presents experiences from various other countries.

35. Education, Development And Underdevelopment

edited by Sureshchandra Shulka formerly at Jamia Millia Islamia, New Delhi and Rekha Kaul, University of Delhi
ABSTRACT: The book provides a good critique of education as it is being imparted today and serves to raise
important issues which should be of serious concern to educationists, sociologists, policy-makers, political scientists
and all those involved with development issues.

36. Educational Policies in India - Analysis and Review of Promise and Performance

by K. Sudha Rao
NIEPA, 2002

37. Elementary Education in India: Status, Issues and Concerns

by D. Jagannatha Rao
Viva Books Private Limited, 2010
ABSTRACT: D. Jagannatha Rao, former bureaucrat and renowned educationalist, has authored a book entitled
'Elementary Education in India: Status, Issues and Concerns' that aims to provide teachers, academicians,
educational planners and administrators with a holistic picture of the challenges facing the education system in India
especially in the context of the recent passage of the Right to Education Act. more...

38. Elementary Education in Rural India

by A Vaidyanathan, Madras Institute of Development Studies, Chennai

P R Gopinathan Nair, Centre for Development Studies, Thiruvananthapuram.
Sage publications, 2001
ABSTRACT: This collection of original essays by eminent scholars provides an in-depth and systematic analysis
of the present educational scenario in rural India. Based on data drawn from eight states, it focuses on the vast
and persistent disparities in educational progress across and within regions, the nature and extent of these
disparities, their underlying causes, and possible remedies. The contributors stress the need for policies to be
location and need-specific. They also emphasise the importance of allowing flexibility to local elected bodies in the
management of schools in their area, and the necessity for teachers to be made accountable to the communities
they serve.

39. Equality, Quantity And Quality – an Elusive triangle in Indian education

by J.P Naik
Allied publishers, 1975

ABSTRACT: The simultaneous pursuit of equality of opportunity and improvement of standards in the face of scarce
resources confronts Indian education with a dilemma common to many countries. Equality and quality are relatively
new values for education in India stimulated by the British system and the influence of the ideals of nationalist leaders
like Gandhi, but they only gain ground slowly. The modernization process has introduced some changes into class
and caste structures in the social and economic context of education, but the situation of the rural masses remains
essentially unchanged. In the drive for equality of opportunity, there has been a visible advance in the enrolment of
girls, though this may not reflect a real change in status. Regional disparities within the country also continue. The
major obstacle here is the lack of resources.
 40. Gender & Social Equity in Primary Education

Research Coordinated by Vimala Ramachandran: European Commission

ABSTRACT: This book highlights the complexities of gender and social equity in primary education in India. It makes
an assessment of the District Primary Education Programme and supplements this with six qualitative micro-studies
from different states for a more extensive analysis.

For a summary of this book, please visit: http://www.sagepub.in/browse/book.asp

41. Getting Children back to School

by Vimala Ramachandran
Sage Publications, 2003

ABSTRACT: Despite the widespread acceptance of the vital importance of elementary education, there is still a great
deal that remains to be done to actualise the goal of universal elementary education in India. A significant proportion
of children, especially girls and those from underprivileged backgrounds, either drop out at an early stage or learn
very little. The quality of education in government schools also leaves a great deal to be desired. Firmly rooted in the
belief that every child has a right to basic education, this volume explores strategies and alternatives to keep children
in school, reach out to those outside the schooling system, and improve the quality of elementary education. To this
end, it brings together case studies of innovative educational programmes from the voluntary sector which influence,
support and strengthen basic education, particularly forward and backward links.

42. Going to School in India

by Lisa Heydlauff and Nitin Upadyhe

Charlesbridge Publications Inc., 2005

ABSTRACT: Every child has the right to go to school and be inspired. Every child has the right to participate in
lessons that can change their lives. Every child has a dream of going to a school that makes learning fun and helps
them to become who they want to be. And every child knows exactly what they would change about going to school,
if they could-we just have to ask. Going to School in India is a celebration of what school can be, through the eyes
and voices of children. With stunning images, an exciting commentary and splashes of colour, this book celebrates
the spirit of learning together, playing together and being together that is the essence of the school-going experience
in India, from Ladakh to Kerala and from Nagaland to Kutch.

43. How Children Fail

by John Holt
Penguin Books, 1990

ABSTRACT: In his groundbreaking book, John Holt, draws upon his observations of children both in school and at
play to identify ways in which our traditional educational system predestines our young people for failure. Holt argues
that children fail primarily "because they are afraid, bored, and confused." This, combined with misguided teaching
strategies and a school environment that is disconnected from reality and "real learning", results in a school system
that kills children’s innate desire to learn.
 44. How Children Learn

by John Holt
Penguin Books, 1990
ABSTRACT: "Children do not need to be made to learn", Holt maintains, because each is born with what Einstein
called "the holy curiosity of inquiry". For them, learning is as natural as breathing. First published in 1967, How
Children Learn has become a classic for parents and teachers, providing an "effective, gentle voice of reason".

45. Improving Schools in Difficulty

by Paul Clarke
Continuum International Publishing Group, 2005

ABSTRACT: For the last few years there has been wave after wave of reform aimed at improving the lot of the
schools struggling at the bottom of the ladder of performance, and despite what can be interpreted as best intentions,
the problem persists. As a social problem it draws down significant sums of public money, it exercises many talented
people, and yet, time after time we find that three, four, maybe five years down the road after extended efforts the
impact of the work diffuses and the challenges remain, doggedly evident in people's daily lives. It suggests that
perhaps something is wrong in our interpretation, in our analysis, in our approach and our consequent measure of
effect of our activity with difficult schools. Improving Schools in Difficulty is structured around two parts, part one
examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process
of supporting schools in difficulty.

For a preview of this book, please visit: http://books.google.co.in/books?id=su33bVIDpScC

46. India: Economic development and social opportunity

by Jean Dreze and Amartya Sen,

Oxford University Press, 1996

ABSTRACT: India's success in reducing endemic deprivation since Independence has been quite limited. Recent
diagnoses of this failure of policy have concentrated on the counterproductive role of government regulation, and on
the need for economic incentives to accelerate the growth of the economy. This book argues that an assessment of
India's failure to eliminate basic deprivations has to go beyond this limited focus, and to take note of the role played in
that failure by inadequate public involvement in the provision of basic education, health care, social security, and
related fields, Even the fostering of fast and participatory economic growth requires some basic social change, which
is not addressed by liberalization and economic incentives. The authors also discuss the historical antecedents of
these political and social neglects, including the distortion of policy priorities arising from inequalities of political
power. Following on from this, the book considers the scope for public action to address these earlier biases and
achieve a transformation of policy priorities.

47. India Education Report: A Profile of Basic Education

Edited by Prof. R. Govinda,

Oxford University Press, 2002
ABSTRACT: It is a unique volume presenting, for the first time, a comprehensive overview of the status of basic
education in India that goes beyond the usual statistics. It is more than fifty years since the Indian constitution made a
commitment to provide free and compulsory education for all up to the age of fourteen. Although the country has
made significant strides in quantitative terms, the promise of providing education for all has remained unfulfilled. ‘The
India Education Report’ is a unique volume presenting, for the first time, a comprehensive overview of the status of
basic education in India that goes beyond the usual statistics on literacy and school enrolment. A key feature of this
report is that its contributors are all independent experts who present a critical but purposeful analyses of the scale
and complexity of the issues involved. This volume will interest educators, policy-makers, non-governmental
organizations, social science researchers, as well as international donor agencies and other bodies actively involved
in supporting the provision of education for all

48. Pedagogy of the Oppressed

by Paulo Freire
Penguin UK, 1996
ABSTRACT: Dedicated "to the oppressed, and to those who suffer with them and fight at their side," Freire
includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the
colonized. Rooted in his own experience helping Brazilian adults to read and write, the book remains popular
among educators in developing countries. According to Donaldo Macedo, a former colleague of Freire and
University of Massachusetts professor, the text is still revolutionary, and he cites as evidence students from
totalitarian states risking punishment to read Pedagogy of the Oppressed. The book has sold over 750 000 copies
worldwide and is one of the foundations of critical pedagogy.

49. Political Agenda of Education

by Krishna Kumar
Sage Publications, 2005

ABSTRACT: In this revised edition, the author sharpens the focus and range of the original, arguing as his main
thesis that colonialist and nationalist ideas and practices in education in India are not antagonistic. The new edition
incorporates the complex terrain of gender, enriching the earlier discussion of caste, class and religion. It draws upon
biographies and cultural history to highlight the revolutionary context in which girls' education made its reluctant start
in the 19th century. In the new section on women's education, the author brings into focus the same set of linkages -
between the emerging system of education and its policies, the social structure and ethos - which makes this an
innovative study of educational ideas and practices. There are also some important additions to the discussion of
caste and identity.

For a preview of this book, please visit: http://books.google.co.in/books?id=wYm6wRJYALYC

50. Prejudice and Pride

by Krishna Kumar
Penguin Group India, 2002

ABSTRACT: Though India and Pakistan have a common past, the story of the freedom struggle is recounted in their
school textbooks in vastly differing ways. In this, the first book of its kind, Krishna Kumar explains how the history
texts of both countries selectively narrate incidents or refrain from doing so for various ideological and cultural
reasons. In order to show how widely the two perceptions vary, the author compares the textbooks currently used in
Indian and Pakistani schools. He examines the representation of major episodes—like the 1857 rebellion,
Independence and Partition—and the portrayal of personalities like Gandhi and Jinnah. While the Pakistani texts, for
example, depict Gandhi as a Hindu leader, Indian textbooks elevate him to a mythic status. Similarly, while the
Pakistani books project Jinnah as a semi-divine visionary, the Indian ones refer to him with resentment.

51. Public Provisioning for Elementary Education in India

by Praveen Jha, Subrat Das, Siba Sankar Mohanty and Nandan Kumar Jha
Sage Publications, 2008

ABSTRACT: Public Provisioning for Elementary Education in India focuses on elementary education in the context of
the ongoing efforts towards Universalizing Elementary Education (UEE) in the country. The book tracks budget
expenditures and budgetary and planning processes in the current flagship programme of Sarva Shiksha
Abhiyan(SSA) across the four selected States of Andhra Pradesh, Bihar, Gujarat and Rajasthan. It addresses the
causes of the fiscal crisis in states in the era of economic reforms, and the policy measures required for improving the
flow of public expenditure on education. This book offers important insights for policymakers, academia and social
activists interested in 'Input--Process--Output--Impact' of state intervention in the education sector in general and
elementary education in particular.

52. Public Report On Basic Education In India

Oxford University Press, Second Impression 2000

ABSTRACT: The PROBE report contains a wealth of knowledge on the impoverished primary education scene in
India. It is must read for anyone interested in childrens' education in India. Based on extensive field surveys, the
report also offers many insights as well.

53. Teach Your Child How To Think

by Edward De Bono,
Penguin UK, 1993

ABSTRACT: Some parents may be confused by this busy primer, while others will agree with the author's premise
that creative thinking skills can be directly taught. De Bono, a business and educational consultant, asserts that this
manual is equally applicable to teaching children or senior executives. Crammed with exercises, games and
diagrams, the book stresses that thinking involves "operacy"--the skills of doing or making things happen--as well as
devising mental patterns more effective than the mind's routine habits. De Bono takes a no-nonsense approach,
pointing out that much thinking is inefficient and that many highly intelligent people are not good thinkers. He urges
the use of speculation, hypotheses, provocation and other techniques as a way to get out of mental ruts and generate
ideas.

54. Teachers and Texts: A Political Economy of Class and Gender Relations in Education

by Michael W. Apple
Routledge, 1988
 ABSTRACT: Apple critically examines current trends in educational policy and draws on the issues of gender,
class and economic pressure implicit in the battle for control of the curriculum.

For a preview of this book, please visit: http://books.google.co.in/books?id=BHGX12yAdZEC

55. Teacher: The Testament of an Inspired Teacher

by Ashton-Warner, Sylvia

ABSTRACT: The author sets forth her unprecedented teaching method and recreates the life of the schoolroom in
which for twenty-four years she guided the youngest children through their first lessons in reading, writing, singing,
dancing, end/joying - and living with each other.

56. Teaching and Learning: The Culture of Pedagogy,

Prema Clarke, The World Bank, New Delhi

Sage Publications, 2001
ABSTRACT: While there is broad agreement about the influence of culture on pedagogy, the ways in which
culture defines teachers’ thoughts and action is rarely examined. Using cultural models developed in the fields of
psychology and social anthropology, this book explores the culture of pedagogy evident in the classroom. Prema
Clarke critiques the prevailing norms of teaching and learning which tend to emphasize only the lower order skills
of students, characterized by memorization and repetition. Arguing for a shift towards more complex forms of
thinking - such as, analysis, synthesis, reasoning, and creativity - the author outlines a Programme of educational
reform, which especially focuses on the professional development of teachers.

57. Teaching Thinking

by Edward De Bono,
Penguin UK, 1988

ABSTRACT: Is thinking a matter of intelligence or a skill that can be taught deliberately? Can thinking be taught
directly as a curriculum subject in schools? Edward de Bono has done more than anyone to pioneer the direct
teaching of thinking as a skill. In the USA and elsewhere around the world an increasing number of schools are
putting thinking on to the curriculum. Research shows that even as little as seven hours' instruction can have a
significant effect on the performance of pupils. Teaching knowledge is not enough. In order to survive and thrive in a
complex world every youngster leaving school needs to be equipped with basic thinking skills. Just being good at
argument and critical thinking is not enough.

58. The Open Classroom: A Journey Through Education

By K. T. Margaret
Orient Blackswan, 1999

ABSTRACT: K.T. Margaret, who has worked as a teacher for 30 years, believes that life is an open classroom and
education a process that takes place continuously through a person's life. Inspired by the initiatives of social activists
worldwide in the field of education, she struggled through her own experiment to discover creative alternatives even
while working within a flawed system. Through this account of her personal journey she shows that education goes
beyond the mechanics of teaching and learning, to enrich the teacher and the taught.

59. Totto-Chan: The Little Girl at the Window

By Tetsuko Kuroyanagi
Translated by Dorothy Briton
Kodansha International, 1984

ABSTRACT: This engaging series of childhood recollections tells about an ideal school in Tokyo during World War II
that combined learning with fun, freedom, and love. This unusual school had old railroad cars for classrooms, and it
was run by an extraordinary man-its founder and headmaster, Sosaku Kobayashi-who was a firm believer in freedom
of expression and activity. In real life, the Totto-chan of the book has become one of Japan's most popular television
personalities-Tetsuko Kuroyanagi. She attributes her success in life to this wonderful school and its headmaster.

60. Universalisation of School Education: The Road Ahead

by V. P. Niranjanaradhya
Books for Change, 2004

61. What is Worth Teaching?

by Krishna Kumar
Orient Blackswan, 2004

ABSTRACT: This collection of lectures deals with the character of school knowledge or the curriculum. They relate
the school curriculum to the structure of the educational system and the political and economic conditions under
which the system functions. The author writes that education in India mostly take place through fractured discourse.
On one side is the language used by planners and sociologists of education. On the other side is the language of
teachers, pedagogues and psychologists. Neither is intrinsically capable of capturing the tension that every child in
India has to cope with in order to be educated.

For a preview of this book, please visit: http://books.google.co.in/books?id=bJHItcBnt58c

62. Why Children Can’t Read

by D McGuiness
Free Press, 1997

ABSTRACT: McGuinness explains why so many children fail to learn to read and spell, and provides a solution to the
literacy crisis. With several fairly new, experimental methods, results can be astounding. For example, parents who
used the Phono-Graphix method during a two-year period were surveyed with the following results: twenty-six
percent of the children had previously been diagnosed as learning disabled, but none were learning disabled
afterward. The book includes diagnostic tests and techniques to pinpoint individual learning deficiencies and
guidance on how to deal with the emotional problems of children or adults with severe reading delays. Suggestions
are offered about what parents can do to help their children before they go to school, along with practical ways to
help develop skills that are important in learning to read. The book also includes advice about how to work with the
school system and how to evaluate a remedial reading program in a school or private clinic