Reading Resources

We bring you readings – journal articles, books, book chapters and dissertations – that might be of interest to students of sociological and anthropological studies about India, especially, but not limited, to the field of education. Readings are organized based on year of publication.

*Please do share relevant reading materials with us by emailing us at [email protected]

2020 - Present

Daw, B. (2024). Glocalising Education: Reflections from an International School in Delhi, India. Journal of Research in International Education, 23(1), 75-88. https://doi.org/10.1177/14752409241243000

Priyam, M. (2024). Bounded aspirations and youth capacity: Interrogating public higher education in North India. South Asian History and Culture, 1–16. https://doi.org/10.1080/19472498.2024.2338602

Geetha, V., & Chakravarti, U. (Eds.). (2024). Dalit Counter-publics and the Classroom: A Sharmila Rege Reader (1st ed.). Routledge India. https://doi.org/10.4324/9781003482437

Limaye, S., Johnstone, C., & Kayama, M. (Eds.). (2024). Disability as Diversity in India: Theory, Practice, and Lived Experience (1st ed.). Routledge India. https://doi.org/10.4324/9780367814298

Mathew, L. (2024). Merit and permission: Gender, education and migration in western India. Journal of Ethnic and Migration Studies, 1–18. https://doi.org/10.1080/1369183X.2024.233703

Priyam, M., Mehta, M. G., & Vaid, D. (2024, April 9). Urban transformations, youth aspirations, and education in India. South Asian History and Culture. Advance online publication. https://doi.org/10.1080/19472498.2024.2338597

Harriss, J. (2024). The ‘wall’: reflections on youth aspiration, education and social mobility in India. South Asian History and Culture, 1–14. https://doi.org/10.1080/19472498.2024.2338598

Kannan, D., Dar, A., Duff, S. E., Sen, H., Nag, S., & Bergère, C. (2022). Childhood, youth, and identity: A roundtable conversation from the global south. Journal of Childhood Studies, 47(2), 20-31.

Mahapatra, S. K. (2024). Peer Interaction, Exclusion and School Participation: Issues of Schooling in a Tribal Village of Odisha. Contemporary Voice of Dalit, 0(0). https://doi.org/10.1177/2455328X241236648

Bhattacharya, J. (2024, April 16). Calcutta Medical College and the Dispensaries: The Emergence of Modern Public Health in India. Preventive Medicine Research & Reviews. Advance online publication. https://doi.org/10.4103/PMRR.PMRR_46_23

Alam, M. S. (2024). Beyond the Madrasa: Muslim Communities and Educational Institutes in India Today: (by Nilanjana Gupta). Journal of Education in Muslim Societies, 5(2). Retrieved from https://scholarworks.iu.edu/iupjournals/index.php/jems/article/view/6820

Bhorkar, S. (2024). Unregulated Private Tutoring in India: Educational Inequalities Engendered by the “Light But Tight” National Education Policy 2020. In T. Saeed, R. Iyengar, M. A. Witenstein, & E. J. Byker (Eds.), Exploring Education and Democratization in South Asia (pp. 0-0). South Asian Education Policy, Research, and Practice. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-47798-0_6

Niaz, L., & Anand, K. (2024). Populist Visions and the Issue of Exclusion: An Exploration of Educational Policy Reforms in India and Pakistan. In T. Saeed, R. Iyengar, M. A. Witenstein, & E. J. Byker (Eds.), Exploring Education and Democratization in South Asia (pp. 0-0). South Asian Education Policy, Research, and Practice. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-47798-0_4

Boucher, E. (2024). Competition Exams and Topper Praise in India: A Media Case Study in Educational (In)equality. In T. Saeed, R. Iyengar, M. A. Witenstein, & E. J. Byker (Eds.), Exploring Education and Democratization in South Asia (pp. 0-0). South Asian Education Policy, Research, and Practice. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-47798-0_3

Khan, K., & Sabri, T. A. (2024). Privatisation of Higher Education in India: Forms and Patterns. Journal of Social Inclusion Studies, 0(0). https://doi.org/10.1177/23944811241235138

Bhatia, K. V., Arora, P., & Gupta, S. (2024, March 12). Edtech platforms from below: A family ethnography of marginalized communities and their digital learning post-pandemic. Learning, Media and Technology. Advance online publication. DOI: 10.1080/17439884.2024.2328693.

Deb, T. P. (2024). ‘There is No Lack of Knowledge of What Could and Should be Done…’: The Ambivalence of Special Education in Late Colonial and Postcolonial India. In The Routledge Handbook of Postcolonial Disability Studies (pp. 203-212). Routledge.

Thomas, J., & Kakati, K. K. (2024). Philosophy, history, and pedagogy: Unfolding Don Bosco’s preventive method in the present Indian educational landscape. International Studies in Catholic Education. Advance online publication. DOI: 10.1080/19422539.2024.2332930.

Yunus, R. (2023). Labour Class’ Children’s Schooling in Urban India: A Sociological Account. Routledge.

Mishra, S. (2024). Higher Education Reforms: Unfulfilled Promise of Decentralization in India. In Exploring Education and Democratization in South Asia: Research, Policy, and Practice (pp. 151-172). Cham: Springer International Publishing.

Vaishali, & Thakur, N. (2024). Neoliberal Politics of Education Reforms in India: A Case of De Facto Privatization in University of Delhi Through NEP 2020. In Exploring Education and Democratization in South Asia: Research, Policy, and Practice (pp. 173-199). Cham: Springer International Publishing.

Shukla, P. K., & Kumar, D. (2024). Class in caste: Inequalities in human capital investments in children in India. International Journal of Educational Development, 106, 103004. https://doi.org/10.1016/j.ijedudev.2024.103004

Abebe, T., Balagopalan, S., & Moderators. (2023). Teaching ‘global childhoods’ in Childhood Studies. Childhood, 0(0). https://doi.org/10.1177/09075682231205508

Acharya, S. & Robinson-Pant, A. (2022) Towards a reconceptualisation of family literacy: exploring religious literacy learning and practices in two communities in Nepal, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2022.2149241

Adinolfi, L., Bhattacharya, U., & Phyak, P. (Eds.). (2022). Multilingual Education in South Asia: At the Intersection of Policy and Practice (1st ed.). Routledge. https://doi.org/10.4324/9781003158660

Afroze, J. (2022) To be respectable, to be good – aspirations of young people in the context of everyday precariousness in Bangladesh, Ethnography and Education, 17:3, 241-258, DOI: https://doi.org/10.1080/17457823.2022.2062573

Agrawal, A., Gupta, P. & Mondal, D. (2023) Determinants of Private Tutoring Demand in Rural India, The Journal of Development Studies, 1-25, DOI: 10.1080/00220388.2023.2273798

Agarwal, Y. (2023). The making of Sikh student: Ethnographic study of a minority school in Delhi. British Journal of Religious Education, 45(1), 69-81. https://doi.org/10.1080/01416200.2022.2092069

Alam, A. (Ed.). (2023). Religion and Education in India (1st ed.). Routledge India. https://doi.org/10.4324/9781003457213

Alexiadou, N., Holm, A., Rönnberg, L. & Carlbaum, S. (2023): Learning, unlearning and redefining teachers’ agency in international private education: a Swedish education company operating in India, Educational Review, DOI: 10.1080/00131911.2023.2228507

Amatullah, S. (2022). Contesting the secular school: everyday nationalism and negotiations of Muslim childhoods. Children’s Geographies, 20(6), 788-802. https://doi.org/10.1080/14733285.2022.2059342

Amanullah, A (2023). Education, Caste and Glocality The Politics of Ahle Hadis in India. In: A, Alam (Ed). Religion and Education in India (1st ed.). Routledge India. https://doi.org/10.4324/9781003457213

Amatullah, S., & Dixit, S. (2023). Situatedness of School Choice among Muslim Students: An Intersectional Approach. Contemporary Education Dialogue, 20(2), 206–235. https://doi.org/10.1177/09731849231187706

Amirtham S, N., & Kumar, A. (2023). The underrepresentation of women in STEM disciplines in India: a secondary analysis. International Journal of Science Education, 1-24.https://doi.org/10.1080/09500693.2023.2179901

Amaral, A., & Magalhães, A. (Eds.) (2023).. Handbook on Higher Education Management and Governance, Edward Elgar Publishing Limited

Anamika, A. (2022). Student activism in Indian universities: A means of improving human rights awareness. Journal of Human Rights and Peace Studies, 8(2), 223–249. Retrieved from https://so03.tci-thaijo.org/index.php/HRPS/article/view/264924

Anand, A. (2023). Hijab Is Our Right: An Analysis of Muslim Girls’ Veil Ban Protests in India. Embodied: The Stanford Undergraduate Journal of Feminist, Gender, and Sexuality Studies, 2(1).

Anand, C., & Dalal, J. (2022). Schooling in the margins of the state: exploring the vicissitudes of violence. Contemporary education dialogue, 19(2), 228-255. https://doi.org/10.1177/09731849221101109

Ansell, N., Froerer, P., Huijsmans, R., Dungey, C. E., Dost, A. C., & Piti. (2020). Educating ’surplus population’: uses and abuses of aspiration in the rural peripheries of a globalising world. Fennia – International Journal of Geography, 198(1-2), 17–38. https://doi.org/10.11143/fennia.90756

Arun Jain, U. (2023). From abolishing untouchability to a philosophy of liberatory education: W.E.B. du Bois and B.R. Ambedkar in dialogue (Order No. 30487631). Available from ProQuest Dissertations & Theses Global. (2827629281). Retrieved from https://www.proquest.com/dissertations-theses/abolishing-untouchability-philosophy-liberatory/docview/2827629281/se-2

Athreya, A., & Goddeeris, I. (2023). Indian Authorities and Mission Schools in the Aftermath of Independence: Jesuit Education in Chotanagpur, Bihar/Jharkhand, 1947–1960. Contemporary Education Dialogue, 0(0). https://doi.org/10.1177/09731849231171311

Atterberry, A.L. (2023), “Return Migration, Parenting and the Subcontinent: Parents and Youths’ Perspectives of Life in India”, Bühler-Niederberger, D., Gu, X., Schwittek, J. and Kim, E. (Ed.) The Emerald Handbook of Childhood and Youth in Asian Societies, Emerald Publishing Limited, Bingley, pp. 121-135. https://doi.org/10.1108/978-1-80382-283-920231008

Babu, D. S. (2022). Mathematics and Society: Numbers and Measures in Early Modern South India.

Bali, M. (2023). Teachers’ Voices, Pedagogy and Discursive Practices in Ability Grouping Classrooms in Delhi Government Schools. Contemporary Education Dialogue, 20(1), 39-64. https://doi.org/10.1177/09731849221149254

Bargavi, R., & Shanmugam, K. (2023). EdTech industry in India: Revolution and challenges in the Indian market: Teaching case study. Journal of Information Technology Teaching Cases, 0(0). https://doi.org/10.1177/20438869231189526

Barn, R., Sandhu, D., & Mukherjee, U. (2023). Re‐imaging everyday routines and educational aspirations under COVID‐19 lockdown: Narratives of urban middle‐class children in Punjab, India. Children & Society, 37(1), 254-269. https://doi.org/10.1111/chso.12571

Bashyam, S., Colomer, M., Santhanagopalan, R., Kinzler, K. D., & Woodward, A. (2023). Children’s language-based pedagogical preferences in a multilingual society. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001497

Bassi. T. (2023). Educating Girls in a Sikh School. A, Alam (Ed). Religion and Education in India (1st ed.). Routledge India. https://doi.org/10.4324/9781003457213

Basu, R., Roy, P., Roy, S. (2023). Inheritance of Educational Attainment: Instance of Caste Certificate in India. In: Chatterjee, T.B., Ghose, A., Roy, P. (eds) Risks and Resilience of Emerging Economies. India Studies in Business and Economics. Springer, Singapore. https://doi.org/10.1007/978-981-99-4063-9_15

Basu, T. (2023). Campus Feminism and the Nation-State Women Students’ Leadership of the Anti-CAA-NRC Uprising in India. In: M. Malhotra, K.Menon, R.Johri (Eds.), The Gendered Body in South Asia: Negotiation, Resistance, Struggle. Routledge India. https://doi.org/10.4324/9781003407195

Batatota, L.S. (2023) Becoming somebody: exploring aspirations and pathways to social mobility amongst youth in Sri Lanka, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2205544

Batra, N. (2023) ‘We will call you madamii’: a researcher’s journey from being viewed as a madame to a madamii by children in a rural village in India, Ethnography and Education, https://doi.org/10.1080/17457823.2023.2233650

Batra, N. (2022). Home and School Literacy Practices of Children in a Rural Village in India: An Ethnography. PhD thesis The Open University. http://dx.doi.org/doi:10.21954/ou.ro.0001428c

Batra, P. (2023). Teacher Education in India: Virtual Capture of the “Public”. In: I. Menter (Ed). The Palgrave Handbook of Teacher Education Research, Palgrave. pp. 1061. https://kclpure.kcl.ac.uk/ws/portalfiles/portal/220332299/Complete_book_PDF.pdf#page=1057

Baviskar, A. (2023). Decolonizing a discipline in distress: Anthropology’s pasts, present, and futures in India. American Ethnologist. https://doi.org/10.1111/amet.13197

Bazaz, R. Y., & Akram, M. (2020). Background Characteristics of the Individuals Attaining Higher Education in India: A Sociological Study of Srinagar City. Journal of Education Culture and Society, 11(2), 252-266. https://doi.org/10.15503/jecs2020.2.252.266

Bhan S, Panshikar A. School Readiness For Inclusive Education In Tripura, India. DCID [Internet]. 2023 Sep. 1 [cited 2023 Oct. 31];34(1):46-63. Available from: https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/684

Bhorkar, S. S. (2021). Private tutoring and mainstream education linkages in india : A political economy approach (Doctoral Thesis, University College London). Available from ProQuest Dissertations & Theses Global. (2659832558). Retrieved from https://www.proquest.com/dissertations-theses/private-tutoring-mainstream-education-linkages/docview/2659832558/se-2

Bhorkar, S., 2023. Public Perceptions on Education Provision: The Case for Reforming India’s Unequal School System, OBSERVER RESEARCH FOUNDATION. India. Retrieved from https://policycommons.net/artifacts/4511610/public-perceptions-on-education-provision/5321302/ on 31 Jul 2023. CID: 20.500.12592/65qfns.

Bhuyan, N., & Goswami, N. (2022). Of Sankardeva, Sanskrit and Saraswati: The Interplay of the Regional and the National Symbols in a School in Assam. Contemporary Education Dialogue, 19(1), 16–36. https://doi.org/10.1177/09731849211049851

Bilal, M. (2019). An ethnographic account of educational landscape in Pakistan: Myths, trends, and commitments. American Educational Research Journal, 56(4), 1524-1551. https://doi.org/10.3102/0002831218822066

Borker, H. (2023). Aspiring Inside a Girls Madrasa: Gender, Negotiation and Change. Sociological Bulletin, 72(4), 476-489. https://doi.org/10.1177/00380229231196731

Borooah, V. K. (2023). Caste and schooling in professional cricket in India and England. Journal of Social and Economic Development, 1-17. https://link.springer.com/article/10.1007/s40847-023-00290-9

Boruah, P.B. and Mohanty A.K. (2023). Social Construction of EMI in India Situating EMI within the Multilingual Education Paradigm. In: R.A. Giri, A. Padwad & M.M.N. Bir (Eds.), English as a Medium of Instruction in South Asia Issues in Equity and Social Justice. Routledge. https://doi.org/10.4324/9781003342373

Budhiraja, K. (2023). Infrastructures of Sociality: How Disadvantaged Students Navigate Inequity at the University Sociological Forum. 38 (1). https://doi.org/10.1111/socf.12874

Caruso, M. (2023). “Native” and “colonial” objects. Changing constellations of affordances and the erosion of inherited teaching roles in colonial India. Paedagogica Historica, 1-19. https://doi.org/10.1080/00309230.2023.2252356

Chacko, M. A. (2020). English-educated as ‘ready-made’leaders: Re-inscribing distinction through the student police cadet project in Kerala, India. South Asia: Journal of South Asian Studies, 43(4), 775-792. https://doi.org/10.1080/00856401.2020.1775356

Chacko, M. A. (2021). Freedoms in the khaki: gendering a ‘gender-neutral’uniform. Gender and Education, 33(1), 86-102. https://doi.org/10.1080/09540253.2019.1632419

Chadwin, J. (2023). The lived religious beliefs and experiences of English Hindu teenagers at home and at school. British Journal of Religious Education, 1-12. https://doi.org/10.1080/01416200.2023.2184326

Chand, D. (2023). (Re)-production of Caste Prejudices: Viva-Voce Examination in Higher Education in Eastern Uttar Pradesh. In: D. Bhoi, H.Gorringe (Eds.). Caste in Everyday Life Experience and Affect in Indian Society. Palgrave Macmillan. pp. 107-129 https://doi.org/10.1007/978-3-031-30655-6

Chandras, J. (2023). Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic. Contemporary Education Dialogue, 20 (1), https://doi.org/10.1177/09731849221148518

Chauhan, A. (2023). Hundred Years of Sociology in India: Mapping the Trajectory. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231172093

Choudhury, P. K., & Suresh Babu, G.S. (Eds.). (2021). Contextualising Educational Studies in India: Research, Policy and Practices. Taylor & Francis. https://www.routledge.com/Contextualising-Educational-Studies-in-India-Research-Policy-and-Practices/Choudhury-GS/p/book/9780367519698

Costa, D. D. (2023). Writing Castelessly: Brahminical Supremacy in Education, Feminist Knowledge, and Research. Meridians, 22(2), 297-322.

Dar, A., & Kannan, D. (Eds.) (2023). Childhood and Youth in India: Engagements with Modernity (pp. 1-30). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-31820-7

Darwish, S., & Wotipka, C. M. (2022). Armed conflict, student achievement, and access to higher education by gender in Afghanistan, 2014–2019. Globalisation, Societies and Education, 1-16.https://doi.org/10.1080/14767724.2022.2115340

Das, S. (2023). Professional Education in India: Exploring the Gendered Dimension.In: K. Kikhi & D.R. Gautam (Eds.). Marginality in India: Perspectives of Marginalisation from the Northeast (pp. 239-258). Routledge India.

Dasgupta, A. (2023). The Feminist De-brahmanising Pedagogy of Writing. Sociological Bulletin, 72(4), 521-533. https://doi.org/10.1177/00380229231196762

Dassi, A., & Ruby, C. M. (2023). Madrasa Education and Muslim Women: Negotiating Modest Dressing. History and Sociology of South Asia, 0(0). https://doi.org/10.1177/22308075231155232

Datta, A. R. (2022). More than language: the work of an English training centre in Delhi. Third World Quarterly, 1-17. https://doi.org/10.1080/01436597.2022.2136069

D’Cruz, A. (2023). “Knees & Feet Together, Shoulders Back and Chest Out”1:Embodying the Hidden Curriculum through Women’s Girlhood Narratives. In: M. Malhotra, K. Menon, R.Johri (Eds.), The Gendered Body in South Asia: Negotiation, Resistance, Struggle. Routledge India. https://doi.org/10.4324/9781003407195

Desai, K. (2020). Life skills as affective labour: Skilling girls with gendered enterprise. South Asia: Journal of South Asian Studies, 43(4), 705-722. https://doi.org/10.1080/00856401.2020.1768479

Desai, K. (2022). Immaterial Precarity and Affective States of Anticipation: NGO Afterlives of Non‐Elite Young Women in Urban India. Anthropology & Education Quarterly. https://doi.org/10.1111/aeq.12437

Devi, Kshetrimayum Nomita (2021). Education and Socioeconomic Mobility A Study of Lois in Manipur [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/463470

Devkota, K.R. & Hanemann, U. (2023) The role of literacy and language in the intergenerational transfer of traditional knowledge: insights from ethnographic research in Nepal, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2220069

Dhungana, R. K. (2022). ‘Othering’and Violence in School: A Barrier to Sustain Peace in Nepal. Peace and Conflict Studies, 28(2), 1.https://nsuworks.nova.edu/pcs/vol28/iss2/1/

Dhuru, S., & Thapliyal, N. (2021). Global Desi?: possibilities and challenges for global citizenship education in India. Globalisation, Societies and Education, 19(4), 405-419. https://doi.org/10.1080/14767724.2021.1889362

Diwan, A., Lal, A. (2020). Social Justice Programs in Higher Education: Affirmative Action in the USA and Reservation System in India. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-14625-2_99

Donner, H. (2023). ‘The Girls are Alright’: Beauty Work and Neoliberal Regimes of Responsibility Among Young Women in Urban India. Critique of Anthropology, 43(4). [Forthcoming] https://research.gold.ac.uk/id/eprint/33734/

Dost, A.C. & Froerer, P.(2021). Education, Aspiration and aage badhna: The Role of Schooling in Facilitating ‘Forward Movement’ in Rural Chhattisgarh, India. Eur J Dev Res 33, 109–129 https://doi.org/10.1057/s41287-020-00339-z

Dyakonov, S. (2023). “Propaganda Was Almost Nil”? Soviet Books and Publishing in India in the 1960s. In: C.B. Balme (Ed). Performing the Cold War in the Postcolonial World Theatre, Film, Literature and Things. Routledge. ISBN: 9781003196334. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003196334-7/propaganda-almost-nil-severyan-dyakonov

Dyer, C., & Rajan, V. (2020). Educating South Asia’s internally migrating children. Handbook of education systems in South Asia, 1-28. https://doi.org/10.1007/978-981-13-3309-5_76-1

Ellis, C. (2020). Climbing the coconut tree: three South Indians use their personal memories of colonial education to influence the decolonisation of education after independence. In Decolonization (s) and Education: New Polities and New Men.Frankfurt a.M: Peter Lang. ISBN: 978-3631674154

Ellis, C. (2020). History of Colonial Education: Key Reflections. In: Sarangapani, P., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_70-1

Ellis, C. (2021). ‘If You Cannot Feed the Body of a Child You Cannot Feed the Brain’: Education and Nutrition in Late Colonial Madras. South Asia: Journal of South Asian Studies, 44(1), 135-151. https://doi.org/10.1080/00856401.2021.1862497

Ellis, C. (2021). Educating future citizens: the introduction of compulsory education in the Madras Presidency in the 1920s and 1930s. Pariprekshya: A Hindi Journal of NIEPA, 28(1-2), 49-72. https://strathprints.strath.ac.uk/83784/

Farooqi, F. (2024). Education in a ‘Ghetto’: The Paradoxes of a Muslim-Majority School. Taylor & Francis. ISBN: 9781032291413. https://doi.org/10.4324/9781003407140

Finnan, C. (2022). Affective experiences and expressions in institutional context: the case of a boarding school for Indigenous students in India. Ethnography and Education, 17(3), 186-205. https://doi.org/10.1080/17457823.2022.2072690

Flechtner, S. (2023) The Reproduction of Inequalities through Educational Aspirations: Evidence from Teenagers in India, The Journal of Development Studies, https://doi.org/10.1080/00220388.2023.2273799

Froerer, P., Ansell, N., & Huijsmans, R. (2022). Sacrifice, suffering and hope: education, aspiration and young people’s affective orientations to the future. Ethnography and Education, 17(3), 179-185. https://doi.org/10.1080/17457823.2022.2075709

Ganapathy-Coleman, H. (2023). “Do You Know Angreji?” Economically Oppressed Parents on Education, and the Teaching and Learning of English in Schools in India. Journal of Language, Identity & Education, 1-14. https://doi.org/10.1080/15348458.2022.2159829

Gangmei, D. (2023). The Crisis of Education Among Marginalised Learners in India during the Pandemic: Reneged on the Promise of Access, In: U. Pradhan, K. Valentin, M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.

Gilbertson , A. & Dey, J. (2023). Rethinking the neighbourhood school in (post-)pandemic India: Synchronicity and segregation. In: U. Pradhan, K. Valentin, M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.

Gooptu, S., & Mukherjee, V. (2023). Does private tuition crowd out private schooling? Evidence from India. International Journal of Educational Development, 103, 102885. https://doi.org/10.1016/j.ijedudev.2023.102885

Gordon, R. (2023) ‘Your mind becomes open with education’ : exploring mothers’ aspirations for girls’ education in rural Bihar, Compare: A Journal of Comparative and International Education, 53:5, 837-854, DOI: 10.1080/03057925.2021.1976616

Gorur, R., Landri, P., & Normand, R. (Eds.). (2023). Rethinking Sociological Critique in Contemporary Education: Reflexive Dialogue and Prospective Inquiry. Taylor & Francis.

Groves, T. & Stapnes, T. (2023) Prefiguring a democratic state: student activism and the National Education Law in Myanmar, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2195047

Gundemeda, N. (2020). Caste in Twenty First Century India: Sociological Reflections on University Students’ Perceptions in South India. Asian & African Studies (13351257), 29(1). https://www.sav.sk/journals/uploads/05281234AAS_20-1_Gundemeda.pdf

Gundemeda, N. (2020). Food choices and Social distinctions among University Students in Hyderabad. South Asia Research, 40(3), 344–361. https://doi.org/10.1177/0262728020944279

Gundemeda, N., & Krishnarao, C. (2020). Scheduled Caste children and secondary schooling: Sociological study of Andhra Pradesh. In Education and Caste in India: The Dalit Question (pp. 116-126). Routledge India. https://doi.org/10.4324/9780429317019

Gupta, A. (2021). Exposing the “shadow”: an empirical scrutiny of the “shadowing process” of private tutoring in India. Educational Review, 1-17. https://doi.org/10.1080/00131911.2021.1931038

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