Reading Resources
![](https://saseindia.com/wp-content/uploads/2023/09/SASEI_Home_1-1024x576.jpg)
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]
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
Gupta, A. (2022). A ‘shadow education’timescape: An empirical investigation of the temporal arrangements of private tutoring vis-à-vis formal schooling in india. British Journal of Educational Studies, 1-17.https://doi.org/10.1080/00071005.2021.2024137
Gupta, A. (2022). Revisiting educational advantage and social class: a Bourdieusian analysis of middle-class parents’ investment in private schooling and shadow education. British Journal of Sociology of Education, 1-17.https://doi.org/10.1080/01425692.2022.2126824
Gupta, V., Agnihotri, R.K. and Panda, M. (Eds.) (2021). Education and Inequality: Historical and Contemporary Trajectories. New Delhi: Orient BlackSwan. https://orientblackswan.com/details?id=9788125063117
Hanaoka, M. (2022). Syed Ross Masood and a Japanese Model for Education, Nationalism, and Modernity in Hyderabad. History of Education Quarterly, 62(4), 418-446. https://doi.org/10.1017/heq.2022.29
Harinath, S., & Gundemeda, N. (2021). Dalits and Choice of School: A Sociological Study of Private Schools in Telangana State. Sociological Bulletin, 70(2), 214–231. https://doi.org/10.1177/0038022921993969
Hayashi, M. (2023). Roles of Education in Expenditure Inequality between Urban and Rural Areas: Indonesia, the Philippines, and India. In: Ishikawa, T., Nakamura, D. (eds) Industrial Location and Vitalization of Regional Economy. Springer, Singapore. https://doi.org/10.1007/978-981-19-8128-9_9
Hebbar, N., & Kaur, R. (2021). Becoming professional, being respectable: The symbolic politics of college dressing in South India. In: F. Blaikie (Ed.). Visual and Cultural Identity Constructs of Global Youth and Young Adults (pp. 195-212). Routledge. ISBN: 9781003055822. https://doi.org/10.4324/9781003055822
Henderson, E.F., Sabharwal, N.S., Thomas, A., Mansuy, J., Stewart, A., Rathee, S., Yadav, R., & Samanta, N. (2024). Gendering the Massification Generation: Higher Education Access and Choice in India (1st ed.). Routledge. https://doi.org/10.4324/9781003331216
Highet, K. (2022). “She will control my son”: Navigating womanhood, English and social mobility in India. Journal of Sociolinguistics, 26(5), 648-665. https://doi.org/10.1111/josl.12567
Highet, K. (2023). “RIP English”: Race, class and ‘good English’in India. Journal of Linguistic Anthropology. https://doi.org/10.1111/jola.12405
Highet, K. E. (2021). Becoming English speakers: a critical sociolinguistic ethnography of English, inequality and social mobility in Delhi (Doctoral dissertation, UCL (University College London)).
Iwanek, K. (2022). Endless Siege: Education and Nationalism in Vidya Bharati Schools. Oxford University Press. ISBN: 9780191956171 (Online), 9780192865564 (Print). https://doi.org/10.1093/oso/9780192865564.001.0001
Iyer, S. C. (2020). The production of distinction : A study of classed subjectivities in an international school in provincial india [Doctoral Thesis, University of Sussex]. Retrieved from http://sro.sussex.ac.uk/id/eprint/92822/
Jain, R. (2023). Hijab Controversy: Revisiting Discourse on School Uniforms. Sociological Bulletin, 72(4), 446-461. https://doi.org/10.1177/00380229231196730
Jain, S. & Lall, M. (2020). Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?, 18 (1), Contemporary Education Dialogue. https://doi.org/10.1177/097318492097643
Jasrotia, A., & Srivastava, S. (2021). Education as the Medium of Upward Mobility: The Case of Dooms of Jammu. Contemporary Education Dialogue, 18(2), 186-201. https://doi.org/10.1177/09731849211007054
Jass, H. K., & Khatoon, S. (2023). Community’s Role for Marginalised Children. Contemporary Education Dialogue, 20(1), 163-170. https://doi.org/10.1177/09731849221142635
Jayaram, N. (2023). Recent trends in doctoral education in India. Innovations in Education and Teaching International, 60(5), 677-687. DOI: 10.1080/14703297.2023.2237945
Jha, S.S. (2023) The women of Miranda House: Building archival collections, digital humanities and feminist digital history, South Asian Popular Culture, 21:3, https://doi.org/10.1080/14746689.2023.2271273
John, M. E. (2023). Analysing the New Educational Policy in the Context of Higher Education: Where is Gender? Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196459
Joshi, P. (2022) How education sector functioning is affected by political influences: perspectives from district level education officials in Nepal, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2022.2108375
Kadlak, Hemangi Suresh (2020). Interface of Caste and Occupation : Case Studies of Children of Safaikarmacharis in Higher Education in Mumbai [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/13877
Kamal, U. (2023). Does ‘Caste Matters’ in School Education: A Preliminary Study in Uttar Pradesh. Contemporary Voice of Dalit, 0(0). https://doi.org/10.1177/2455328X231171509
Kamala, K. & Padmavathi, K. (Eds.) (2023). Education Policy and Administration on Higher Education. Delhi: Kalpaz Publications
Kannan, D. (2021). ” Children’s Work for Children”: Caste, Childhood, and Missionary Philanthropy in Colonial India. The Journal of the History of Childhood and Youth, 14(2), 234-253. doi:10.1353/hcy.2021.0021
Kannan, D. (2022). Caste, space, and schooling in nineteenth century South India. Children’s Geographies, 1-16. https://doi.org/10.1080/14733285.2022.2080528
Kannan, D., & Maithreyi, R. (Eds.). (2023). Modern Schooling and Trajectories of Exclusion: Childhoods in India. Taylor & Francis.
Kanungo, P., Mohanty. S. & Thamminaina, A. (2023) Towards an improved involvement of parents in educating girls: a study on Particularly Vulnerable Tribal Groups in India, Educational Review, https://doi.org/10.1080/00131911.2023.2281236
Kapoor, A. (2023). Educating Lay Muslims Religious Pedagogy in Bengal. Religion and Education in India (1st ed.). Routledge India. https://doi.org/10.4324/9781003457213
Karollil, M. (2023). From Education to Work: A Qualitative Cultural Psychological Study of Youth Transitions in India and the UK. Youth Voice Journal. p3-33.
Kaur, A. (2023). Peace, violence & social distance: Ethnography of an elite school in India. Cogent Education, 10(1), 2158674. https://doi.org/10.1080/2331186X.2022.2158674
Kaur, A. P., Romana, G. S., & Vatta, K. (2023). Covid Impact on Children’s Education: A Case Study of Punjab, India. Asian Journal of Agricultural Extension, Economics & Sociology, 41(10), 889-898. DOI: 10.9734/AJAEES/2023/v41i102241
Kaur, R. (2023), “Pluralising Indian Childhood: Children’s Experiences and Adult–Child Relations in Urban and Rural Contexts”, 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. 137-151. https://doi.org/10.1108/978-1-80382-283-920231009
Kaushik, R. and Khanna, A. L. (2023). English Language and (In)Equity Seminal Issues Concerning Language-in-Education Policies and Practices in India. 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
Kawalkar, A., Srivastava, H., & Shevade, R. (2023). Yeh Toh Ulto Hi Ho Gayo! Juxtaposing Educational Discourse on Forests and Conservation with Everyday Discourses of Adivasi Communities of Central India. Contemporary Education Dialogue, 0(0). https://doi.org/10.1177/09731849231213159
Khan, A. F., Riaz, S., & Bhardwaj, A. (2023). Elite Discourse and Preserving Social Hierarchies: The Case of School Education in India. In Academy of Management Proceedings (Vol. 2023, No. 1, p. 11872). Briarcliff Manor, NY 10510: Academy of Management.https://doi.org/10.5465/AMPROC.2023.114bp
Khan, N. (2023), A Pernicious Combination of Pandemic and Kashmir Conflict for students in the Valley: A ‘Double Lockdown’, In: U. Pradhan, K. Valentin, M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.
Khan, S. (2022). The Good Muslim Student: Neoliberal Education and Islamic-English Schools. In Mumbai/Bombay (pp. 210-227). Routledge India. ISBN: 9781003293651
Khare, M. (2023). Gendered Concerns of Improved Female Participation in Indian Higher Education. Oxford Research Encyclopedias. https://doi.org/10.1093/acrefore/9780190264093.013.451
Khedkar, Ashwini (2020). Modern Education, Socio-Cultural Change and Development among Korku Tribe of Burhanpur with Special Reference to Khaknar Block, Madhya Pradesh [Doctoral Thesis]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/13874
Khwaja, M. (2022). Between Violence and Utopia: an ethnography of pedagogy, childhood, and spatial politics in urban Pakistan (Doctoral thesis). https://doi.org/10.17863/CAM.92917
Krishnan, S., & Gooptu, N. (2015). Making ladies of girls : middle-class women and pleasure in urban India [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:e913b744-0568-42f8-bb20-4023d18ee6ca
Kumar, K. (2021). Growing up male. In: N.Manjrekar and S,Luthra (Eds.) Gender and Education in India A Reader (pp. 36-39). Routledge. ISBN: 9781003191612
Kumar, R. and Prasad, A. (2023), “The neoliberalization of Indian business schools: how accreditation-linked institutional pressures shape academic subjectivities”, Equality, Diversity and Inclusion, Vol. ahead-of-print. https://doi.org/10.1108/EDI-01-2023-0016
Kumar, V. (2023). The teachers’ discourse on religion and morality. British Journal of Religious Education, 1-12. https://doi.org/10.1080/01416200.2023.2252193
Kumari, R. (2022). Constructions and contestations of Indigenous girlhoods in residential schools in Central India. Children’s Geographies, 20(6), 832-844. https://doi.org/10.1080/14733285.2022.2071601
Kumari, S. (2023). Revolt of 1857 and Education in Delhi: Institutions and Policies. History and Sociology of South Asia, 0(0). https://doi.org/10.1177/22308075231155229
Lall, M., & Nambissan, G. B. (Eds.). (2020). Education and Social Justice in the Era of Globalisation: Perspectives from India and the UK. Taylor & Francis. ISBN: 9781000365740
Lall, M., & Rao, S. S. (2020). Revisiting the Equality Debate in India and the UK: Caste, Race and Class Intersections in Education. In Education and Social Justice in the Era of Globalisation (pp. 25-55). Routledge India. https://doi.org/10.4324/9781003157199
Lardinois, R., & Thapan, M. (Eds.). (2020). Reading Pierre Bourdieu in a dual context: Essays from India and France. Taylor & Francis. ISBN: 9780367817572.
Lee Atterberry, A. (2022). Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School. Contemporary Education Dialogue, 19(1), 107–131. https://doi.org/10.1177/09731849211063240
Lee Atterberry, A. (2022). Parental aspirations, schools, and the limits of flexible citizenship: Examining elite return migrants’ schooling decisions. Current Sociology, 70(6), 806–823. https://doi.org/10.1177/00113921211048524
Lee Atterberry, A.. (2021). Optimizing the benefits from schooling: School-switching behavior among return migrants in India. In: F. Peddie & J.Liu (Eds.), Education and Migration in an Asian Context, 115-136. https://doi.org/10.1007/978-981-33-6288-8
Lewis, A., Lall, M. From decolonisation to authoritarianism: the co-option of the decolonial agenda in higher education by right-wing nationalist elites in Russia and India. High Educ (2023). https://doi.org/10.1007/s10734-023-01074-0
Maithreyi, R. (2021). Educating Youth: Regulation Through Psychosocial Skilling in India. SAGE Publishing India. ISBN 9789391370039.
Maithreyi, R., & Kannan, D. (2022). modernity, schooling, and childhood in India: trajectories of exclusion. Children’s Geographies, 20(6), 741-746. https://doi.org/10.1080/14733285.2022.2082861
Maithreyi, R., Prabha, K., & Viknesh, A. (2022). Decontextualized schooling and (child) development: Adivasi communities’ negotiations of early childhood care and education and schooling provisions in India. Children’s Geographies, 20(6), 774-787. https://doi.org/10.1080/14733285.2022.2026884
Mahajan ,M. (2023) Knowledge and power in a girls’ madrasa in India: a critical analysis of textbook and curriculum, Journal of Beliefs & Values, DOI: 10.1080/13617672.2023.2288479
Maji, S., Mitra, S., & Asthana, M. K. (2023). ‘Treading the no woman’s land’: the gender-STEM dynamics in higher education in premier institutions of India. European Journal of Engineering Education, 1-26. https://doi.org/10.1080/03043797.2023.2168518
Mali, A. (2021). GIRLS’SCHOOLING AND POVERTY: INSIGHTS FROM FIELDWORK IN TWO VILLAGES IN THE SUNDARBAN REGION. Towards Excellence, 13(2). https://hrdc.gujaratuniversity.ac.in/Publication/article?id=3594
Mali, Anima (2022). Social Context of Educational Participation of Girls: A Study of Two Villages in South 24 Parganas, West Bengal [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/123456789/15737
Malish, C. M. (2020). Measuring Access to Higher Education. Economic & Political Weekly, 55(40), 55. https://www.epw.in/journal/2020/24/perspectives/measuring-access-quality-and-relevance-higher.html
Malish, C. M. (2021). Classroom as a site of exclusion in massified higher education in India. In: Comprehending Equity (pp. 187-203). Routledge India. ISBN: 9781003182726
Manjrekar, N. (Ed.). (2021). Gender and Education in India: A Reader. Routledge. https://www.routledge.com/Gender-and-Education-in-India-A-Reader/Manjrekar/p/book/9781032043579
Manjrekar, N., & Basak, P. (2021). Public Education in Bombay’s Mill District in the Early Twentieth Century. https://perspectivia.net/publikationen/trg-working-papers/manjrekar_neighbourhood
Manjrekar, N., & Sundararaman, I. (2021). Gender and School Reform in India. In Oxford Research Encyclopedia of Education.https://doi.org/10.1093/acrefore/9780190264093.013.431
Mannan, J. (2023). Publishing Shakespeare in India: Macmillan’s English Classics and the Aftereffects of a Colonial Education. Multicultural Shakespeare: Translation, Appropriation and Performance, 27(42), 47-64. https://doi.org/10.18778/2083-8530.27.04
Maqbool, I. & Cremin, H. (2023) Students’ experiences of extracurricular activities in elite secondary schools in Lahore, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2195048
Mary, S. A. (2023). Structural Marginalisation of Transgender Students in Higher Education Institutions of India. In: K. Kikhi & D.R. Gautam (Eds.). Marginality in India: Perspectives of Marginalisation from the Northeast (pp. 110-126). Routledge India. https://doi.org/10.4324/9781003279679
Mathew, L. (2022). English Linguistic Imperialism from Below: Moral Aspiration and Social Mobility (Vol. 28). Channel View Publications. https://www.multilingual-matters.com/page/detail/English-Linguistic-Imperialism-from-Below/?k=9781788929134
Mathew, L. (2022). The merit of medicine: science aspirations in India. Cultural Studies of Science Education, 1-26. https://doi.org/10.1007/s11422-021-10088-y
Mathew, L., & Lukose, R. (2020). Pedagogies of aspiration: Anthropological perspectives on education in liberalising India. South Asia: Journal of South Asian Studies, 43(4), 691-704. https://doi.org/10.1080/00856401.2020.1768466
Menon, S. (2023). Keeping it Complex: Resisting Simplistic Framings of Educational Discourse and Practice. Contemporary Education Dialogue, 20(2), 177–186. https://doi.org/10.1177/09731849231188402
Menon, S., & Pallavi. (2022). Beyond named languages: A step too far?. Contemporary Education Dialogue, 19(2), 256-280. https://doi.org/10.1177/09731849221109112
Mitra, C. and Sengupta, I. (2023), “Is Dropout in Schools Related to Gender and Birth Order?”, Chakraborty, C. and Pal, D. (Ed.) Gender Inequality and its Implications on Education and Health, Emerald Publishing Limited, Bingley, pp. 113-123. https://doi.org/10.1108/978-1-83753-180-620231011
Mitra, S., Mishra, S. K., & Abhay, R. K. (2023). Out-of-school girls in India: a study of socioeconomic-spatial disparities. GeoJournal, 88(1), 341-357. https://doi.org/10.1007/s10708-022-10579-7
Mohanan, S. M., & Netto, S. G. (2023). Person Perception of Students on Reservation in Higher Education in India. Contemporary Voice of Dalit, 0(0). https://doi.org/10.1177/2455328X231169201
Motkuri, V., & Revathi, E. (2023). Public Expenditure on Education in India: Centre–State Allocations. Journal of Development Policy and Practice, 0(0). https://doi.org/10.1177/24551333231163949
Motwani, A. (2023). Fathers and childcare: Are gender social norms in India changing?. Sociology Compass, e13161.https://doi.org/10.1111/soc4.13161
Nair, J. (Ed.) (2022). Un/Common Schooling: Educational Experiments in Twentieth-Century India. New Delhi: Orient Black Swan. https://orientblackswan.com/details?id=9789354422775
Nambissan, G. B. (2020). Caste and the politics of the early ‘public’in schooling: Dalit struggle for an equitable education. Contemporary Education Dialogue, 17(2), 126-154. https://doi.org/10.1177/0973184920946966
Nambissan, G. B. (2021). The Changing Urban and Education in Delhi: Privilege and exclusion in a megacity. Education and the Urban in India, Working Paper Series, 9. https://perspectivia.net/receive/pnet_mods_00003983
Nambissan, G. B., & Ball, S. J. (2020). Advocacy networks, choice and private schooling of the poor in India. In Education and Social Justice in the Era of Globalisation (pp. 161-186). Routledge India. ISBN: 9781003157199
Narwana, K., & Gill, A. S. (2020). Beyond access and inclusion: Dalit experiences of participation in higher education in rural Punjab. Contemporary Voice of Dalit, 12(2), 234-248. https://doi.org/10.1177/2455328X20925592
Narwana, K., & Gill, A. S. (2022). Understanding Parental School Choice in Varied Socio-economic Milieus: A Case Study of a Village in Punjab. Contemporary Education Dialogue, 19(2), 204-227. https://doi.org/10.1177/09731849221083732
Nasrin, S. (2023) Who Read Vidyasamgraham: The Story of a Bilingual College Magazine from Nineteenth-Century Kerala, South Asian Review, DOI: https://doi.org/10.1080/02759527.2023.2214024
Nayak, S. (2023). Caste in Schools: Experiences of Dalit Children. In: D. Bhoi, H.Gorringe (Eds.). Caste in Everyday Life Experience and Affect in Indian Society. Palgrave Macmillan. pp. 83-106. https://doi.org/10.1007/978-3-031-30655-6
Nayak, S. (2022). Caste Discrimination in School Education [Doctoral Thesis, Tata Institute of Social Sciences] .http://dspace-tiss-edu.tiss.remotlog.com/jspui/handle/123456789/15844
Niaz, L., Anand, K., Panjwani, F., & Lall, M. (2023). Religion, Language and National Identity Construction in School Textbooks in South Asia–Bangladesh, India and Pakistan. In: J. Fraser-Pearce & J.W. Fraser (Eds.). The Bloomsbury Handbook of Schools and Religion, 95. ISBN: 9781350297272
Nilesh, G. & Walde, N. (2023). Dismal Lives of Women Teachers Working in Low-Cost Private Schools in India: Politics of Precarity, In: U. Pradhan, K. Valentin, M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.
Nivedita, N (2023) Educational mobility among women from stigmatized caste groups: A study of high-achieving middle-class Dalit women, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2170171
Noreen, S. (2023). ‘Cheek by jowl’: Education as a bridge between Muslims and the British in colonial India. Journal of the Royal Asiatic Society, 1-19. doi:10.1017/S1356186323000330
Noreen, S. (2023). English Education in British India: The Stratergic Adoption and positioning of English Language in Schools. Journal of Arts & Social Sciences , 10(1), 1-7. https://doi.org/10.46662/jass.v10i1.308
Novetzke, C.L. (2023). “Mother English”: Savitribai Phule on Caste Patriarchy and the Ideology of the English Vernacular. N. Zaidi, & H. Harder (Eds.). (2023). Language Ideologies and the Vernacular in Colonial and Postcolonial South Asia (1st ed.). Routledge India. https://doi.org/10.4324/9781003279921
Odhav, K., Govender, J.P. (2023). Orientations and Futures of Indian and South African Sociologies. In: Nagla, B.K., Choudhary, K. (eds) Indian Sociology. Springer, Singapore. https://doi.org/10.1007/978-981-99-5138-3_13
Padhan, S. (2023). Exploring the Causes of Student Migration in India: The Case of National Capital Region. In: Potnuru, B., Thakur, N., Kumar, P. (eds) Development Outlook of Education and Migration. Demographic Transformation and Socio-Economic Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-39382-2_9
Pandey, P. and Juneja, N. (2023). Networking Towards Enhancing Justiciability of the Right to Education (RTE) in India. In: A., Sonander & P., Wickenberg (Eds.) (2023). Empowering Children and Youth through Law and Participation. (5 ed.) (Research Reports in Sociology of Law; Vol. 2023, No. 5). Sociology of Law, Lund University, pp. 129-143. URL: https://lucris.lub.lu.se/ws/portalfiles/portal/165902730/Empowering_Children_and_Youth_through_Law_and_Participation_2023_5.pdf#page=132
Panigrahi, S. (2021). Ideology, Conflict and State Control in Higher Education: A Sociological Analysis. SAGE Publishing India. ISBN : 9789354791499.
Pappu, R. (2020). Gender Equity in Education. 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_35-1
Pappu, R. (2021). Gender Equity in Education. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_35
Pappu, R. (2021). Learner Diversity and Educational Marginality in South Asia. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_52
Pappu, R., Vasanta, D. (2021). Child Labor and Education in South Asia. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_73
Parveen, S. (2022). Negotiating Cultural Vulnerabilities in Nazia Erum’s’ Mothering a Muslim’. The Achievers Journal: Journal of English Language, Literature and Culture, 8(3), 1-20.http://www.theachieversjournal.org/index.php/taj/article/view/468
Patel, D. P. (2023). Making Swadeshi Managers: The Antecedents of Professional Management Education in India, 1860s–1950s. Enterprise & Society, 1-32. https://doi.org/10.1017/eso.2022.53
Patgiri, R. (2022). Community Building and Exclusion: The Role of Food in University Hostels in New Delhi. Society, 1-9. https://doi.org/10.1007/s12115-022-00761-5
Patgiri, R. (2023). The Familiar and the Self: Reflections from Teaching Sociology Online in India. Sociological Bulletin, 72(2), 209-223. https://doi.org/10.1177/00380229221151085
Pathania, G. J. (2020). Cultural Politics of Historically Marginalized Students in Indian Universities. Critical Times, 3(3), 534-550. https://doi.org/10.1215/26410478-8662424
Pathania, G. J., Jadhav, S., Thorat, A., Mosse, D., & Jain, S. (2023). Caste Identities and Structures of Threats. CASTE: A Global Journal on Social Exclusion, 4(1), 3-23. DOI: 10.26812/caste.v4i1.470
Patra, U. (2023) Inspectors of the Raj: A Pedagogy of Critical Conservatism in Odisha, South Asia: Journal of South Asian Studies, 46:2, 318-335, DOI: https://doi.org/10.1080/00856401.2023.2176596
Potnuru, B., Thakur, N., & Kumar, P. (2023). Development Outlook of Education and Migration: An Indian Perspective. Springer.
Potnuru, B., Thakur, N., Kumar, P. (2023). Introduction: Education, Migration and Development Linkages. In: Potnuru, B., Thakur, N., Kumar, P. (eds) Development Outlook of Education and Migration. Demographic Transformation and Socio-Economic Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-39382-2_1
Pradhan, U., Valentin, K., Gupta, M. (2023). Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.
Pujari, L. (2023). Fostering Gender Just and Emancipatory Campuses in HEIs: Interrogating the Role of Gender Cells and ICs. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196712
Punjabi, S. (2020). Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi. Contemporary Education Dialogue, 17(1), 14–44. https://doi.org/10.1177/0973184919885485
Punjabi, S. (2022). Chasing Elite Higher Education: Shadow Education and Middle-Class Strategies of Credentialism Around the Indian Institute of Technology-Joint Entrance Exam. Sociological Bulletin, 71(2), 193–209. https://doi.org/10.1177/00380229221081978
Purkayastha, B. (2023). Eroding Inclusions and Expanding Exclusions: Education During Pandemics. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196716
Rahiman, R. (2023). Gender, Religion and Higher Education: Strategies of Muslim Women Students in India. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196728
Rajan, V. (2021). Migrant childhoods and schooling in India: contesting the inclusion-exclusion binary. Children’s Geographies, 1-14. https://doi.org/10.1080/14733285.2021.2015288
Rajan, V. (2021). The ontological crisis of schooling: Situating migrant childhoods and educational exclusion. Contemporary Education Dialogue, 18(1), 162-170. https://doi.org/10.1177/097318492094836
Rajan, V. (2022) ‘Shed’, ‘shed makkalu’, and differentiated schooling: narratives from an Indian city, Third World Thematics: A TWQ Journal. https://doi.org/10.1080/23802014.2022.2083768
Rana, A., Daniel, R. (2023). Insights into the Education System in India and the Current Impact of COVID-19 on Child Rights. In: Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., Emmett, S. (eds) Inclusion, Equity, Diversity, and Social Justice in Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-5008-7_6
Rangarajan, R., Odier-Guedj, D., Grove, C., & Sharma, U. (2022). ‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India. Children’s Geographies, 1-19.https://doi.org/10.1080/14733285.2022.2124101
Rao, P. V. (2022). Miseducation in India: Historiographical Reflections. History of Education Quarterly, 62(4), 373-386. https://doi.org/10.1017/heq.2022.28
Ray Chaudhury, A., Sarkar, S., & Sinha, M. (2023). Disparity in Educational Participation in the Lenses of Educational Returns and Family Background: Evidence from India. Journal of Asian and African Studies, 00219096231158342. https://doi.org/10.1177/00219096231158342
Razzack,A.& Siddiqui, M.A. (2022). The School at Ajmeri Gate: Delhi’s Educational Legacy. New Delhi: Oxford University Press. ISBN: 9788194831624.
Renukuntla, A., & Gundemeda, N. (2023). Educational Endeavours and Unheeded Tales: Mapping Trajectories of Dalit Women in a University. Sociological Bulletin, 72(4), 434-445. https://doi.org/10.1177/00380229231196718
Rupavath, R. (2023). Education and Adivasis’ Cultural Transformation: A Perspective from Below. In: R. Rupavath (Ed.). Politics of Education in India (pp. 119-138). Routledge India.
Rupavath, R. (Ed.). (2022). Politics of Education in India: A Perspective from Below (1st ed.). Routledge India. https://doi.org/10.4324/9780429285523
Sabharwal, N. S., Henderson, E. F., & Joseph, R. S. (2020). Hidden social exclusion in Indian academia: gender, caste and conference participation. Gender and education, 32(1), 27-42. https://doi.org/10.1080/09540253.2019.1685657
Sah, P. K. (2022). New hierarchies, new middle class: A critical ethnography of English as a medium of instruction policy in Nepal’s public schools (Doctoral dissertation, University of British Columbia). DOI10.14288/1.0413796 URL: http://hdl.handle.net/2429/81724
Sah, P. K., & Karki, J. (2020). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 1-15. https://doi.org/10.1080/01434632.2020.1789154
Sahu, P. K., & Kumar, R. V. (2023). Unveiling College Selection Factors: A Study of Management students in Indian Private B-Schools. Asian Journal of Management, 14(4), 4.
Salovaara, I. M. (2020). Coaching centre as camp: Structures of feeling in popular representations of India’s coaching industry. Studies in South Asian Film & Media, 11(1), 101-117.https://doi.org/10.1386/safm_00022_1
Samaddar, B., & Tagat, A (2023). Language capital and grade repetition: Evidence from nationally-representative survey data in India. Monk Prayogshala Working Paper 2023-4. Mumbai: Department of Sociology, Monk Prayogshala. Retrieved online from https://static1.squarespace.com/static/53fe1e26e4b0e51709f9758f/t/64d0c8262fdfc346d7c98f14/1691404332040/MP_WP_4_S.pdf
Samraj, C. J. (2022). Manifestations of Academic Untouchability in India: Exclusionary Practices that Subvert Reservations in Admissions in Higher Education. CASTE/A Global Journal on Social Exclusion, 3(2), 442-457. https://doi.org/10.26812/caste.v3i2.374
Sancho, D. (2022). Education and the making of mobile livelihoods: Dubai Indian families’ trajectories over time and space. Global Networks. https://doi.org/10.1111/glob.12387
Sangole, M. (2021). Understanding Dr BR Ambedkar’s Idea of Social Democracy and Higher Education through Siddharth College, Bombay. Journal of Social Inclusion Studies, 7(2), 199-215. https://doi.org/10.1177/23944811221075485
Sanyal, M. (2023) ‘Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India’, Countering Backlash Working Paper 1, Brighton: Institute of Development Studies, DOI: 10.19088/BACKLASH.2023.001. URL: https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17823
Sarangapani, P. M. (2020). A cultural view of teachers, pedagogy, and teacher education. Handbook of Education Systems in South Asia, 1-24. https://doi.org/10.1007/978-981-13-3309-5
Sarangapani, P. M. (2022). Pedagogy and Diversity: Difference or Deficit. Journal of Human Values, 28(1), 20-28. https://doi.org/10.1177/09716858211069596
Sarkar, D., & Kurup, A. (2023). Outcome-based Education as Janus-faced Travelling Theory: Appeal for a Broader Research Agenda. Higher Education for the Future, 10(2), 139–152. https://doi.org/10.1177/23476311231173486
Sarkar, T. (2023) ‘Intelligence is not just good grades’: re-examining the mindset revolution in Indian classrooms, Compare: A Journal of Comparative and International Education, 53:5, 783-801, DOI: 10.1080/03057925.2021.1965467
Sarohe, S. (2022). Reading the ‘Caste’in the Minds of ‘Aspirant Teachers’. Contemporary Voice of Dalit, https://doi.org/10.1177/2455328X221088446
Sayed, Y. M., Subramanian, V., & Jain, M. (2021). Framing Teachers in National Education Policy and in the Popular Media: Discourses on Teachers and their Work in South Asia. In Handbook of Education Systems in South Asia (pp. 1271-1294). Singapore: Springer Singapore. DOI: 10.1007/978-981-15-0032-9_28
Sayed, Y., & Sarangapani, P. M. (2020). Understanding teachers and teaching in South Asia. Handbook of Education Systems in South Asia, 1-19. https://doi.org/10.1007/978-981-13-3309-5
Sen, P. (2021). The Students their caretakers and other agencies of culture ethnography of education in the urban Indian milieu [Doctoral Thesis, University of Calcutta]. Retrieved from http://hdl.handle.net/10603/455091
Shah, G., Bagchi, K.K., & Kalaiah, V. (Eds.). (2020). Education and Caste in India: The Dalit Question (1st ed.). Routledge India. https://doi.org/10.4324/9780429317019
Shamota, R., & Goyal, S. (2023). Pedagogy of Legal Education in India: Contemporary Perspective. Trinity Law Review, 3(1), 23–26. https://doi.org/10.48165/
Sharma, G., Mittal, R., & Zayan. (2023). Teacher Education in India’s National Education Policy 2020: Knowledge Traditions, Global Discourses and National Regulations. Contemporary Education Dialogue, 20(2), 256–282. https://doi.org/10.1177/09731849231168728
Sharma, K.A. (2023). Internalization of Higher Education in India. In:India and China Expansion, Equity and Excellence. Springer, Singapore. https://doi.org/10.1007/978-981-99-5628-9_7
Sharma, P. (2023). ‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi. Contemporary Education Dialogue, 0(0). https://doi.org/10.1177/09731849231172416
Singh, H. P. (2022). A Substandard Autobiographical Sketch in Three Chapters. Contemporary Education Dialogue, 19(2), 327-331. https://doi.org/10.1177/09731849221084139
Singh, R. (2024). The role of smartphones in restricting and facilitating freedoms for young women in India. Melbourne Asia Review. ISSN: 2652-550X. URL: https://melbourneasiareview.edu.au/the-role-of-smartphones-in-restricting-and-facilitating-freedoms-for-young-women-in-india/
Singh, R. (2022). Female friendship and care in a North Indian university. Asian Journal of Women’s Studies, 28(4), 478-494. https://doi.org/10.1080/12259276.2022.2137286
Sinha, C. (2023). Power dynamics in education: Shaping the structure of school education in India. Taylor & Francis.https://doi.org/10.4324/9781003378297
Sinha, S. (2023). Lisa Delpit: Disrupting Cultures of Power to Foster Transformative Pedagogies. Contemporary Education Dialogue, 09731849221148525.https://doi.org/10.1177/09731849221148525
Sonavane, Renuka Manik (2020). An Exploration of Experiences of Scheduled Caste Women in Higher Education in Punyashlok Ahilyadevi Holkar Solapur University, Solapur of Maharashtra’ [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/13868
Soni (2022) Laying the Foundation of the ‘Native’ Christian Community: The Church Missionary Society and Its Experiments with Famine Orphans and Orphanages, 1840s–1920s, South Asia: Journal of South Asian Studies, 45:5, 924-942. https://doi.org/10.1080/00856401.2022.2097461
Sonwane, S. (2023). Challenges and Opportunities in Formal Schooling of De-Notified Tribes: A Case Study of Kaikadi Community in Aurangabad District of Maharashtra. In: R. Rupavath (Ed.) Politics of Education in India, 139-148. https://doi.org/10.4324/9780429285523
Sreenivas, D. (2023). The Gender Studies Classroom: Its Promise and Discontents. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196755
Sreenivasa Murthy, M.R., Kandadai, S. (2023). Equality, Merit and Affirmative Action: India and USA. In: Aston, J., Tomer, A., Mathew, J.E. (eds) Comparative Approaches in Law and Policy. Singapore: Springer. https://doi.org/10.1007/978-981-99-4460-6_3
Sripraksh, A., Maithreyi, R., Kumar, A., Sinha, P. and Prabha, K. (2024). Normative Development in rural India: ‘school readiness’ and early childhood care and education. In: H. Proctor, A. Roch, G. Breidenstein and M. Forsey (Eds.). Parents, Schools and the State: Global Perspectives. Routledge.
Sriprakash, A., Maithreyi, R., Kumar, A., Sinha, P., & Prabha, K. (2020). Normative development in rural India:‘school readiness’ and early childhood care and education. Comparative Education, 56(3), 331-348. https://doi.org/10.1080/03050068.2020.1725350
Stewart, A. , Sabharwa, N.l & Yadav, R. (2023). Building an outreach culture for fairer access to higher education in Haryana, India: a ‘bottom up’ contribution to policy implementation. Policy Futures in Education. https://doi.org/10.1177/14782103231204098
Subramanian, V. (2020). Parallel partnerships: Teach for India and new institutional regimes in municipal schools in New Delhi. International Studies in Sociology of Education, 29(4), 409-428. https://doi.org/10.1080/09620214.2019.1668288
Subramanian, V. (2022). Channelling compassion towards change: elite volunteerism, corporate philanthropy and education reform in urban India. Contemporary South Asia, 30(4), 519-533. https://doi.org/10.1080/09584935.2022.2110569
Sucharita, V. (2023). Contrasting School Culture and Education: Mapping the Public–Private Binary. Routledge India. https://doi.org/10.4324/9781003396406
Sukumar, N. (2022). Caste Discrimination and Exclusion in Indian Universities: A Critical Reflection. Routledge India. https://www.routledge.com/Caste-Discrimination-and-Exclusion-in-Indian-Universities-A-Critical-Reflection/Sukumar/p/book/9780367556891
Suresh Babu, G.S. (Ed.) (2021). Education and the Public Sphere: Exploring the Structures of Mediation in Post-Colonial India. Routledge. https://www.routledge.com/Education-and-the-Public-Sphere-Exploring-the-Structures-of-Mediation-in/GS/p/book/9781032091143
Suresh Babu G.S. (2023). Education for Political Transformation: Mobilisation of Ladakhi Youth in Himalaya, India. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231212885
Thapan, M. (2020). Habitus, Performance and Women’s Experience Understanding Embodiment and Identity in Everyday Life. In Reading Pierre Bourdieu in a dual context (pp. 199-229). Routledge India.ISBN: 9780367817572.
Thapan, M. (2023). The State, Education and Inequality in Contemporary India: An Intersectional Exploration. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196445
Thapliyal, N. (2021). Student Activism at Public Universities in India in the Modi Era. In: A. M. M., J. Bessant, S. Pickard (Eds.). When Students Protest Universities in the Global South. ISBN: 9781786611840
Tilak, J. B. G. (2023). The Education ‘Fads’ in India. Social Change, 53(4), 532-542. https://doi.org/10.1177/00490857231203423
Thirumal, P. (2020). Dominant Bodies and Their Ethical Performances-Violence of Caste Embodiment in Higher Educational Institutions. Economic and Political Weekly, 55(03), 36-40.Accessed from: https://www.epw.in/journal/2020/3/perspectives/dominant-bodies-and-their-ethical-performances.html
Thirumal, P. (2021). Regurgitative Violence The Sacred and the Profane in Higher Education Institutions in India. Economic and Political Weekly, 56(23), 15-18. Accessed from https://www.epw.in/journal/2021/23/commentary/regurgitative-violence.html
Thomas, R. (2020). Brahmins as scientists and science as Brahmins’ calling: Caste in an Indian scientific research institute. Public Understanding of Science, 29(3), 306-318. https://doi.org/10.1177/0963662520903690
Tilak, Jandhyala B G, ‘Reforming Higher Education in India in Pursuit of Excellence, Expansion, and Equity’, in Paola Mattei, and others (eds), The Oxford Handbook of Education and Globalization (2024; online edn, Oxford Academic, 23 Oct. 2023), https://doi.org/10.1093/oxfordhb/9780197570685.013.14, accessed 31 Oct. 2023.
Tschurenev, J., & Mhaskar, S. (2021). “Wake up for education”: colonialism, social transformation, and the beginnings of the anti-caste movement in India. Paedagogica Historica, 1-19. https://doi.org/10.1080/00309230.2021.1920986
Ullah, A. and Mukherjee, A. (2023), “School choice decision of middle-class parents in urban India: a sociological introspection”, Asian Education and Development Studies, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/AEDS-02-2023-0015
Varalakshmi, Gunjapalli (2021). Educational Facilities and Academic Achievement of the Disadvantaged girls: A Study of Kasturba Gandhi Balika Vidyalayas in Andhra Pradesh [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/414369
Varghese, N. V. (2023). Marginality and Marginalisation: Education as a Source of Cumulative Marginalisation 1. In Marginality in India: Perspectives of Marginalisation from the Northeast (pp. 65-81). Routledge India. https://doi.org/10.1017/eso.2022.53
Vasavi, A.R. (2022). Differentiation and Disjunction: Interrogating India’s Education System. New Delhi: Orient BlackSwan. https://orientblackswan.com/details?id=9789354423062
Verma, G. (2023). Internal Migration in India and Its Impact on Children’s Education and Well-Being. In: Potnuru, B., Thakur, N., Kumar, P. (eds) Development Outlook of Education and Migration. Demographic Transformation and Socio-Economic Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-39382-2_10
Vijay, D., & Nair, V. G. (2022). In the name of merit: Ethical violence and inequality at a business school. Journal of Business Ethics, 179(2), 315-337. https://doi.org/10.1007/s10551-021-04824-1
Vinod, M. J., & Kumar, S. S. (Eds.). (2021). Empowering Marginalized Communities in India: The Impact of Higher Education. SAGE Publishing India. ISBN: 9789391370398.
Wagh, A. C. (2023). Interrogating Privilege: An Autoethnographic Pedagogical Exercise. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231172133
Wagh, A. C., & Rayaprol, A. (2023). Marginality and Gender in Educational Institutions in Contemporary India. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196444
Waghmore, S. (2023). Seeking humanist Hinduism: Education and new Gurukul coaching models of Hindutva. In: I. Roy (Ed.). Passionate politics: Democracy, development and India’s 2019 general election, Manchester University Press, pp. 74-84.
Wallenius, T. J. (2022). Bikas as Pedagogy: The Concept of Development at an Elite Boarding School in Nepal. South Asia: Journal of South Asian Studies, 45(5), 817-831. https://doi.org/10.1080/00856401.2022.2088945
Wallenius, T.J. (2022) Bikās as Pedagogy: The Concept of Development at an Elite Boarding School in Nepal, South Asia: Journal of South Asian Studies, 45:5, 817-831, DOI: https://doi.org/10.1080/00856401.2022.2088945
Wankhede, A. (2022). Affirmative Action for Economically Weaker Sections and Upper-Castes in Indian Constitutional Law: Context, Judicial Discourse, and Critique. Taylor & Francis. https://www.routledge.com/Affirmative-Action-for-Economically-Weaker-Sections-and-Upper-Castes-in/Wankhede/p/book/9781032291840
Yhokha, V. (2021). Social Implications of Private Education in Nagaland A Study of Select Schools [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/463519
Yunus, R. (2022) ‘Labour class’ children in Indian classrooms: theorizing urban poverty and schooling, British Journal of Sociology of Education, 43:1, 104-119, DOI: 10.1080/01425692.2021.2003181
Yunus, R. (2023). ‘Labour Class’ Children’s Schooling in Urban India: A Sociological Account. London: Routledge. https://doi.org/10.4324/9781003126072
Ziipao, R. R. (2023). Out of Coverage Area: Tribes and Digital Exclusion in North-east India. Journal of Development Policy and Practice, 0(0). https://doi.org/10.1177/24551333231163930
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
Gupta, A. (2022). A ‘shadow education’timescape: An empirical investigation of the temporal arrangements of private tutoring vis-à-vis formal schooling in india. British Journal of Educational Studies, 1-17.https://doi.org/10.1080/00071005.2021.2024137
Gupta, A. (2022). Revisiting educational advantage and social class: a Bourdieusian analysis of middle-class parents’ investment in private schooling and shadow education. British Journal of Sociology of Education, 1-17.https://doi.org/10.1080/01425692.2022.2126824
Gupta, V., Agnihotri, R.K. and Panda, M. (Eds.) (2021). Education and Inequality: Historical and Contemporary Trajectories. New Delhi: Orient BlackSwan. https://orientblackswan.com/details?id=9788125063117
Hanaoka, M. (2022). Syed Ross Masood and a Japanese Model for Education, Nationalism, and Modernity in Hyderabad. History of Education Quarterly, 62(4), 418-446. https://doi.org/10.1017/heq.2022.29
Harinath, S., & Gundemeda, N. (2021). Dalits and Choice of School: A Sociological Study of Private Schools in Telangana State. Sociological Bulletin, 70(2), 214–231. https://doi.org/10.1177/0038022921993969
Hayashi, M. (2023). Roles of Education in Expenditure Inequality between Urban and Rural Areas: Indonesia, the Philippines, and India. In: Ishikawa, T., Nakamura, D. (eds) Industrial Location and Vitalization of Regional Economy. Springer, Singapore. https://doi.org/10.1007/978-981-19-8128-9_9
Hebbar, N., & Kaur, R. (2021). Becoming professional, being respectable: The symbolic politics of college dressing in South India. In: F. Blaikie (Ed.). Visual and Cultural Identity Constructs of Global Youth and Young Adults (pp. 195-212). Routledge. ISBN: 9781003055822. https://doi.org/10.4324/9781003055822
Henderson, E.F., Sabharwal, N.S., Thomas, A., Mansuy, J., Stewart, A., Rathee, S., Yadav, R., & Samanta, N. (2024). Gendering the Massification Generation: Higher Education Access and Choice in India (1st ed.). Routledge. https://doi.org/10.4324/9781003331216
Highet, K. (2022). “She will control my son”: Navigating womanhood, English and social mobility in India. Journal of Sociolinguistics, 26(5), 648-665. https://doi.org/10.1111/josl.12567
Highet, K. (2023). “RIP English”: Race, class and ‘good English’in India. Journal of Linguistic Anthropology. https://doi.org/10.1111/jola.12405
Highet, K. E. (2021). Becoming English speakers: a critical sociolinguistic ethnography of English, inequality and social mobility in Delhi (Doctoral dissertation, UCL (University College London)).
Iwanek, K. (2022). Endless Siege: Education and Nationalism in Vidya Bharati Schools. Oxford University Press. ISBN: 9780191956171 (Online), 9780192865564 (Print). https://doi.org/10.1093/oso/9780192865564.001.0001
Iyer, S. C. (2020). The production of distinction : A study of classed subjectivities in an international school in provincial india [Doctoral Thesis, University of Sussex]. Retrieved from http://sro.sussex.ac.uk/id/eprint/92822/
Jain, R. (2023). Hijab Controversy: Revisiting Discourse on School Uniforms. Sociological Bulletin, 72(4), 446-461. https://doi.org/10.1177/00380229231196730
Jain, S. & Lall, M. (2020). Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?, 18 (1), Contemporary Education Dialogue. https://doi.org/10.1177/097318492097643
Jasrotia, A., & Srivastava, S. (2021). Education as the Medium of Upward Mobility: The Case of Dooms of Jammu. Contemporary Education Dialogue, 18(2), 186-201. https://doi.org/10.1177/09731849211007054
Jass, H. K., & Khatoon, S. (2023). Community’s Role for Marginalised Children. Contemporary Education Dialogue, 20(1), 163-170. https://doi.org/10.1177/09731849221142635
Jayaram, N. (2023). Recent trends in doctoral education in India. Innovations in Education and Teaching International, 60(5), 677-687. DOI: 10.1080/14703297.2023.2237945
Jha, S.S. (2023) The women of Miranda House: Building archival collections, digital humanities and feminist digital history, South Asian Popular Culture, 21:3, https://doi.org/10.1080/14746689.2023.2271273
John, M. E. (2023). Analysing the New Educational Policy in the Context of Higher Education: Where is Gender? Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196459
Joshi, P. (2022) How education sector functioning is affected by political influences: perspectives from district level education officials in Nepal, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2022.2108375
Kadlak, Hemangi Suresh (2020). Interface of Caste and Occupation : Case Studies of Children of Safaikarmacharis in Higher Education in Mumbai [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/13877
Kamal, U. (2023). Does ‘Caste Matters’ in School Education: A Preliminary Study in Uttar Pradesh. Contemporary Voice of Dalit, 0(0). https://doi.org/10.1177/2455328X231171509
Kamala, K. & Padmavathi, K. (Eds.) (2023). Education Policy and Administration on Higher Education. Delhi: Kalpaz Publications
Kannan, D. (2021). ” Children’s Work for Children”: Caste, Childhood, and Missionary Philanthropy in Colonial India. The Journal of the History of Childhood and Youth, 14(2), 234-253. doi:10.1353/hcy.2021.0021
Kannan, D. (2022). Caste, space, and schooling in nineteenth century South India. Children’s Geographies, 1-16. https://doi.org/10.1080/14733285.2022.2080528
Kannan, D., & Maithreyi, R. (Eds.). (2023). Modern Schooling and Trajectories of Exclusion: Childhoods in India. Taylor & Francis.
Kanungo, P., Mohanty. S. & Thamminaina, A. (2023) Towards an improved involvement of parents in educating girls: a study on Particularly Vulnerable Tribal Groups in India, Educational Review, https://doi.org/10.1080/00131911.2023.2281236
Kapoor, A. (2023). Educating Lay Muslims Religious Pedagogy in Bengal. Religion and Education in India (1st ed.). Routledge India. https://doi.org/10.4324/9781003457213
Karollil, M. (2023). From Education to Work: A Qualitative Cultural Psychological Study of Youth Transitions in India and the UK. Youth Voice Journal. p3-33.
Kaur, A. (2023). Peace, violence & social distance: Ethnography of an elite school in India. Cogent Education, 10(1), 2158674. https://doi.org/10.1080/2331186X.2022.2158674
Kaur, A. P., Romana, G. S., & Vatta, K. (2023). Covid Impact on Children’s Education: A Case Study of Punjab, India. Asian Journal of Agricultural Extension, Economics & Sociology, 41(10), 889-898. DOI: 10.9734/AJAEES/2023/v41i102241
Kaur, R. (2023), “Pluralising Indian Childhood: Children’s Experiences and Adult–Child Relations in Urban and Rural Contexts”, 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. 137-151. https://doi.org/10.1108/978-1-80382-283-920231009
Kaushik, R. and Khanna, A. L. (2023). English Language and (In)Equity Seminal Issues Concerning Language-in-Education Policies and Practices in India. 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
Kawalkar, A., Srivastava, H., & Shevade, R. (2023). Yeh Toh Ulto Hi Ho Gayo! Juxtaposing Educational Discourse on Forests and Conservation with Everyday Discourses of Adivasi Communities of Central India. Contemporary Education Dialogue, 0(0). https://doi.org/10.1177/09731849231213159
Khan, A. F., Riaz, S., & Bhardwaj, A. (2023). Elite Discourse and Preserving Social Hierarchies: The Case of School Education in India. In Academy of Management Proceedings (Vol. 2023, No. 1, p. 11872). Briarcliff Manor, NY 10510: Academy of Management.https://doi.org/10.5465/AMPROC.2023.114bp
Khan, N. (2023), A Pernicious Combination of Pandemic and Kashmir Conflict for students in the Valley: A ‘Double Lockdown’, In: U. Pradhan, K. Valentin, M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.
Khan, S. (2022). The Good Muslim Student: Neoliberal Education and Islamic-English Schools. In Mumbai/Bombay (pp. 210-227). Routledge India. ISBN: 9781003293651
Khare, M. (2023). Gendered Concerns of Improved Female Participation in Indian Higher Education. Oxford Research Encyclopedias. https://doi.org/10.1093/acrefore/9780190264093.013.451
Khedkar, Ashwini (2020). Modern Education, Socio-Cultural Change and Development among Korku Tribe of Burhanpur with Special Reference to Khaknar Block, Madhya Pradesh [Doctoral Thesis]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/13874
Khwaja, M. (2022). Between Violence and Utopia: an ethnography of pedagogy, childhood, and spatial politics in urban Pakistan (Doctoral thesis). https://doi.org/10.17863/CAM.92917
Krishnan, S., & Gooptu, N. (2015). Making ladies of girls : middle-class women and pleasure in urban India [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:e913b744-0568-42f8-bb20-4023d18ee6ca
Kumar, K. (2021). Growing up male. In: N.Manjrekar and S,Luthra (Eds.) Gender and Education in India A Reader (pp. 36-39). Routledge. ISBN: 9781003191612
Kumar, R. and Prasad, A. (2023), “The neoliberalization of Indian business schools: how accreditation-linked institutional pressures shape academic subjectivities”, Equality, Diversity and Inclusion, Vol. ahead-of-print. https://doi.org/10.1108/EDI-01-2023-0016
Kumar, V. (2023). The teachers’ discourse on religion and morality. British Journal of Religious Education, 1-12. https://doi.org/10.1080/01416200.2023.2252193
Kumari, R. (2022). Constructions and contestations of Indigenous girlhoods in residential schools in Central India. Children’s Geographies, 20(6), 832-844. https://doi.org/10.1080/14733285.2022.2071601
Kumari, S. (2023). Revolt of 1857 and Education in Delhi: Institutions and Policies. History and Sociology of South Asia, 0(0). https://doi.org/10.1177/22308075231155229
Lall, M., & Nambissan, G. B. (Eds.). (2020). Education and Social Justice in the Era of Globalisation: Perspectives from India and the UK. Taylor & Francis. ISBN: 9781000365740
Lall, M., & Rao, S. S. (2020). Revisiting the Equality Debate in India and the UK: Caste, Race and Class Intersections in Education. In Education and Social Justice in the Era of Globalisation (pp. 25-55). Routledge India. https://doi.org/10.4324/9781003157199
Lardinois, R., & Thapan, M. (Eds.). (2020). Reading Pierre Bourdieu in a dual context: Essays from India and France. Taylor & Francis. ISBN: 9780367817572.
Lee Atterberry, A. (2022). Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School. Contemporary Education Dialogue, 19(1), 107–131. https://doi.org/10.1177/09731849211063240
Lee Atterberry, A. (2022). Parental aspirations, schools, and the limits of flexible citizenship: Examining elite return migrants’ schooling decisions. Current Sociology, 70(6), 806–823. https://doi.org/10.1177/00113921211048524
Lee Atterberry, A.. (2021). Optimizing the benefits from schooling: School-switching behavior among return migrants in India. In: F. Peddie & J.Liu (Eds.), Education and Migration in an Asian Context, 115-136. https://doi.org/10.1007/978-981-33-6288-8
Lewis, A., Lall, M. From decolonisation to authoritarianism: the co-option of the decolonial agenda in higher education by right-wing nationalist elites in Russia and India. High Educ (2023). https://doi.org/10.1007/s10734-023-01074-0
Maithreyi, R. (2021). Educating Youth: Regulation Through Psychosocial Skilling in India. SAGE Publishing India. ISBN 9789391370039.
Maithreyi, R., & Kannan, D. (2022). modernity, schooling, and childhood in India: trajectories of exclusion. Children’s Geographies, 20(6), 741-746. https://doi.org/10.1080/14733285.2022.2082861
Maithreyi, R., Prabha, K., & Viknesh, A. (2022). Decontextualized schooling and (child) development: Adivasi communities’ negotiations of early childhood care and education and schooling provisions in India. Children’s Geographies, 20(6), 774-787. https://doi.org/10.1080/14733285.2022.2026884
Mahajan ,M. (2023) Knowledge and power in a girls’ madrasa in India: a critical analysis of textbook and curriculum, Journal of Beliefs & Values, DOI: 10.1080/13617672.2023.2288479
Maji, S., Mitra, S., & Asthana, M. K. (2023). ‘Treading the no woman’s land’: the gender-STEM dynamics in higher education in premier institutions of India. European Journal of Engineering Education, 1-26. https://doi.org/10.1080/03043797.2023.2168518
Mali, A. (2021). GIRLS’SCHOOLING AND POVERTY: INSIGHTS FROM FIELDWORK IN TWO VILLAGES IN THE SUNDARBAN REGION. Towards Excellence, 13(2). https://hrdc.gujaratuniversity.ac.in/Publication/article?id=3594
Mali, Anima (2022). Social Context of Educational Participation of Girls: A Study of Two Villages in South 24 Parganas, West Bengal [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/123456789/15737
Malish, C. M. (2020). Measuring Access to Higher Education. Economic & Political Weekly, 55(40), 55. https://www.epw.in/journal/2020/24/perspectives/measuring-access-quality-and-relevance-higher.html
Malish, C. M. (2021). Classroom as a site of exclusion in massified higher education in India. In: Comprehending Equity (pp. 187-203). Routledge India. ISBN: 9781003182726
Manjrekar, N. (Ed.). (2021). Gender and Education in India: A Reader. Routledge. https://www.routledge.com/Gender-and-Education-in-India-A-Reader/Manjrekar/p/book/9781032043579
Manjrekar, N., & Basak, P. (2021). Public Education in Bombay’s Mill District in the Early Twentieth Century. https://perspectivia.net/publikationen/trg-working-papers/manjrekar_neighbourhood
Manjrekar, N., & Sundararaman, I. (2021). Gender and School Reform in India. In Oxford Research Encyclopedia of Education.https://doi.org/10.1093/acrefore/9780190264093.013.431
Mannan, J. (2023). Publishing Shakespeare in India: Macmillan’s English Classics and the Aftereffects of a Colonial Education. Multicultural Shakespeare: Translation, Appropriation and Performance, 27(42), 47-64. https://doi.org/10.18778/2083-8530.27.04
Maqbool, I. & Cremin, H. (2023) Students’ experiences of extracurricular activities in elite secondary schools in Lahore, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2195048
Mary, S. A. (2023). Structural Marginalisation of Transgender Students in Higher Education Institutions of India. In: K. Kikhi & D.R. Gautam (Eds.). Marginality in India: Perspectives of Marginalisation from the Northeast (pp. 110-126). Routledge India. https://doi.org/10.4324/9781003279679
Mathew, L. (2022). English Linguistic Imperialism from Below: Moral Aspiration and Social Mobility (Vol. 28). Channel View Publications. https://www.multilingual-matters.com/page/detail/English-Linguistic-Imperialism-from-Below/?k=9781788929134
Mathew, L. (2022). The merit of medicine: science aspirations in India. Cultural Studies of Science Education, 1-26. https://doi.org/10.1007/s11422-021-10088-y
Mathew, L., & Lukose, R. (2020). Pedagogies of aspiration: Anthropological perspectives on education in liberalising India. South Asia: Journal of South Asian Studies, 43(4), 691-704. https://doi.org/10.1080/00856401.2020.1768466
Menon, S. (2023). Keeping it Complex: Resisting Simplistic Framings of Educational Discourse and Practice. Contemporary Education Dialogue, 20(2), 177–186. https://doi.org/10.1177/09731849231188402
Menon, S., & Pallavi. (2022). Beyond named languages: A step too far?. Contemporary Education Dialogue, 19(2), 256-280. https://doi.org/10.1177/09731849221109112
Mitra, C. and Sengupta, I. (2023), “Is Dropout in Schools Related to Gender and Birth Order?”, Chakraborty, C. and Pal, D. (Ed.) Gender Inequality and its Implications on Education and Health, Emerald Publishing Limited, Bingley, pp. 113-123. https://doi.org/10.1108/978-1-83753-180-620231011
Mitra, S., Mishra, S. K., & Abhay, R. K. (2023). Out-of-school girls in India: a study of socioeconomic-spatial disparities. GeoJournal, 88(1), 341-357. https://doi.org/10.1007/s10708-022-10579-7
Mohanan, S. M., & Netto, S. G. (2023). Person Perception of Students on Reservation in Higher Education in India. Contemporary Voice of Dalit, 0(0). https://doi.org/10.1177/2455328X231169201
Motkuri, V., & Revathi, E. (2023). Public Expenditure on Education in India: Centre–State Allocations. Journal of Development Policy and Practice, 0(0). https://doi.org/10.1177/24551333231163949
Motwani, A. (2023). Fathers and childcare: Are gender social norms in India changing?. Sociology Compass, e13161.https://doi.org/10.1111/soc4.13161
Nair, J. (Ed.) (2022). Un/Common Schooling: Educational Experiments in Twentieth-Century India. New Delhi: Orient Black Swan. https://orientblackswan.com/details?id=9789354422775
Nambissan, G. B. (2020). Caste and the politics of the early ‘public’in schooling: Dalit struggle for an equitable education. Contemporary Education Dialogue, 17(2), 126-154. https://doi.org/10.1177/0973184920946966
Nambissan, G. B. (2021). The Changing Urban and Education in Delhi: Privilege and exclusion in a megacity. Education and the Urban in India, Working Paper Series, 9. https://perspectivia.net/receive/pnet_mods_00003983
Nambissan, G. B., & Ball, S. J. (2020). Advocacy networks, choice and private schooling of the poor in India. In Education and Social Justice in the Era of Globalisation (pp. 161-186). Routledge India. ISBN: 9781003157199
Narwana, K., & Gill, A. S. (2020). Beyond access and inclusion: Dalit experiences of participation in higher education in rural Punjab. Contemporary Voice of Dalit, 12(2), 234-248. https://doi.org/10.1177/2455328X20925592
Narwana, K., & Gill, A. S. (2022). Understanding Parental School Choice in Varied Socio-economic Milieus: A Case Study of a Village in Punjab. Contemporary Education Dialogue, 19(2), 204-227. https://doi.org/10.1177/09731849221083732
Nasrin, S. (2023) Who Read Vidyasamgraham: The Story of a Bilingual College Magazine from Nineteenth-Century Kerala, South Asian Review, DOI: https://doi.org/10.1080/02759527.2023.2214024
Nayak, S. (2023). Caste in Schools: Experiences of Dalit Children. In: D. Bhoi, H.Gorringe (Eds.). Caste in Everyday Life Experience and Affect in Indian Society. Palgrave Macmillan. pp. 83-106. https://doi.org/10.1007/978-3-031-30655-6
Nayak, S. (2022). Caste Discrimination in School Education [Doctoral Thesis, Tata Institute of Social Sciences] .http://dspace-tiss-edu.tiss.remotlog.com/jspui/handle/123456789/15844
Niaz, L., Anand, K., Panjwani, F., & Lall, M. (2023). Religion, Language and National Identity Construction in School Textbooks in South Asia–Bangladesh, India and Pakistan. In: J. Fraser-Pearce & J.W. Fraser (Eds.). The Bloomsbury Handbook of Schools and Religion, 95. ISBN: 9781350297272
Nilesh, G. & Walde, N. (2023). Dismal Lives of Women Teachers Working in Low-Cost Private Schools in India: Politics of Precarity, In: U. Pradhan, K. Valentin, M. Gupta (Eds.), Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.
Nivedita, N (2023) Educational mobility among women from stigmatized caste groups: A study of high-achieving middle-class Dalit women, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2170171
Noreen, S. (2023). ‘Cheek by jowl’: Education as a bridge between Muslims and the British in colonial India. Journal of the Royal Asiatic Society, 1-19. doi:10.1017/S1356186323000330
Noreen, S. (2023). English Education in British India: The Stratergic Adoption and positioning of English Language in Schools. Journal of Arts & Social Sciences , 10(1), 1-7. https://doi.org/10.46662/jass.v10i1.308
Novetzke, C.L. (2023). “Mother English”: Savitribai Phule on Caste Patriarchy and the Ideology of the English Vernacular. N. Zaidi, & H. Harder (Eds.). (2023). Language Ideologies and the Vernacular in Colonial and Postcolonial South Asia (1st ed.). Routledge India. https://doi.org/10.4324/9781003279921
Odhav, K., Govender, J.P. (2023). Orientations and Futures of Indian and South African Sociologies. In: Nagla, B.K., Choudhary, K. (eds) Indian Sociology. Springer, Singapore. https://doi.org/10.1007/978-981-99-5138-3_13
Padhan, S. (2023). Exploring the Causes of Student Migration in India: The Case of National Capital Region. In: Potnuru, B., Thakur, N., Kumar, P. (eds) Development Outlook of Education and Migration. Demographic Transformation and Socio-Economic Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-39382-2_9
Pandey, P. and Juneja, N. (2023). Networking Towards Enhancing Justiciability of the Right to Education (RTE) in India. In: A., Sonander & P., Wickenberg (Eds.) (2023). Empowering Children and Youth through Law and Participation. (5 ed.) (Research Reports in Sociology of Law; Vol. 2023, No. 5). Sociology of Law, Lund University, pp. 129-143. URL: https://lucris.lub.lu.se/ws/portalfiles/portal/165902730/Empowering_Children_and_Youth_through_Law_and_Participation_2023_5.pdf#page=132
Panigrahi, S. (2021). Ideology, Conflict and State Control in Higher Education: A Sociological Analysis. SAGE Publishing India. ISBN : 9789354791499.
Pappu, R. (2020). Gender Equity in Education. 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_35-1
Pappu, R. (2021). Gender Equity in Education. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_35
Pappu, R. (2021). Learner Diversity and Educational Marginality in South Asia. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_52
Pappu, R., Vasanta, D. (2021). Child Labor and Education in South Asia. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_73
Parveen, S. (2022). Negotiating Cultural Vulnerabilities in Nazia Erum’s’ Mothering a Muslim’. The Achievers Journal: Journal of English Language, Literature and Culture, 8(3), 1-20.http://www.theachieversjournal.org/index.php/taj/article/view/468
Patel, D. P. (2023). Making Swadeshi Managers: The Antecedents of Professional Management Education in India, 1860s–1950s. Enterprise & Society, 1-32. https://doi.org/10.1017/eso.2022.53
Patgiri, R. (2022). Community Building and Exclusion: The Role of Food in University Hostels in New Delhi. Society, 1-9. https://doi.org/10.1007/s12115-022-00761-5
Patgiri, R. (2023). The Familiar and the Self: Reflections from Teaching Sociology Online in India. Sociological Bulletin, 72(2), 209-223. https://doi.org/10.1177/00380229221151085
Pathania, G. J. (2020). Cultural Politics of Historically Marginalized Students in Indian Universities. Critical Times, 3(3), 534-550. https://doi.org/10.1215/26410478-8662424
Pathania, G. J., Jadhav, S., Thorat, A., Mosse, D., & Jain, S. (2023). Caste Identities and Structures of Threats. CASTE: A Global Journal on Social Exclusion, 4(1), 3-23. DOI: 10.26812/caste.v4i1.470
Patra, U. (2023) Inspectors of the Raj: A Pedagogy of Critical Conservatism in Odisha, South Asia: Journal of South Asian Studies, 46:2, 318-335, DOI: https://doi.org/10.1080/00856401.2023.2176596
Potnuru, B., Thakur, N., & Kumar, P. (2023). Development Outlook of Education and Migration: An Indian Perspective. Springer.
Potnuru, B., Thakur, N., Kumar, P. (2023). Introduction: Education, Migration and Development Linkages. In: Potnuru, B., Thakur, N., Kumar, P. (eds) Development Outlook of Education and Migration. Demographic Transformation and Socio-Economic Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-39382-2_1
Pradhan, U., Valentin, K., Gupta, M. (2023). Rethinking Education in the Context of Post-Pandemic South Asia Challenges and Possibilities. Routledge. ISBN: 9781032365664.
Pujari, L. (2023). Fostering Gender Just and Emancipatory Campuses in HEIs: Interrogating the Role of Gender Cells and ICs. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196712
Punjabi, S. (2020). Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi. Contemporary Education Dialogue, 17(1), 14–44. https://doi.org/10.1177/0973184919885485
Punjabi, S. (2022). Chasing Elite Higher Education: Shadow Education and Middle-Class Strategies of Credentialism Around the Indian Institute of Technology-Joint Entrance Exam. Sociological Bulletin, 71(2), 193–209. https://doi.org/10.1177/00380229221081978
Purkayastha, B. (2023). Eroding Inclusions and Expanding Exclusions: Education During Pandemics. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196716
Rahiman, R. (2023). Gender, Religion and Higher Education: Strategies of Muslim Women Students in India. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196728
Rajan, V. (2021). Migrant childhoods and schooling in India: contesting the inclusion-exclusion binary. Children’s Geographies, 1-14. https://doi.org/10.1080/14733285.2021.2015288
Rajan, V. (2021). The ontological crisis of schooling: Situating migrant childhoods and educational exclusion. Contemporary Education Dialogue, 18(1), 162-170. https://doi.org/10.1177/097318492094836
Rajan, V. (2022) ‘Shed’, ‘shed makkalu’, and differentiated schooling: narratives from an Indian city, Third World Thematics: A TWQ Journal. https://doi.org/10.1080/23802014.2022.2083768
Rana, A., Daniel, R. (2023). Insights into the Education System in India and the Current Impact of COVID-19 on Child Rights. In: Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., Emmett, S. (eds) Inclusion, Equity, Diversity, and Social Justice in Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-5008-7_6
Rangarajan, R., Odier-Guedj, D., Grove, C., & Sharma, U. (2022). ‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India. Children’s Geographies, 1-19.https://doi.org/10.1080/14733285.2022.2124101
Rao, P. V. (2022). Miseducation in India: Historiographical Reflections. History of Education Quarterly, 62(4), 373-386. https://doi.org/10.1017/heq.2022.28
Ray Chaudhury, A., Sarkar, S., & Sinha, M. (2023). Disparity in Educational Participation in the Lenses of Educational Returns and Family Background: Evidence from India. Journal of Asian and African Studies, 00219096231158342. https://doi.org/10.1177/00219096231158342
Razzack,A.& Siddiqui, M.A. (2022). The School at Ajmeri Gate: Delhi’s Educational Legacy. New Delhi: Oxford University Press. ISBN: 9788194831624.
Renukuntla, A., & Gundemeda, N. (2023). Educational Endeavours and Unheeded Tales: Mapping Trajectories of Dalit Women in a University. Sociological Bulletin, 72(4), 434-445. https://doi.org/10.1177/00380229231196718
Rupavath, R. (2023). Education and Adivasis’ Cultural Transformation: A Perspective from Below. In: R. Rupavath (Ed.). Politics of Education in India (pp. 119-138). Routledge India.
Rupavath, R. (Ed.). (2022). Politics of Education in India: A Perspective from Below (1st ed.). Routledge India. https://doi.org/10.4324/9780429285523
Sabharwal, N. S., Henderson, E. F., & Joseph, R. S. (2020). Hidden social exclusion in Indian academia: gender, caste and conference participation. Gender and education, 32(1), 27-42. https://doi.org/10.1080/09540253.2019.1685657
Sah, P. K. (2022). New hierarchies, new middle class: A critical ethnography of English as a medium of instruction policy in Nepal’s public schools (Doctoral dissertation, University of British Columbia). DOI10.14288/1.0413796 URL: http://hdl.handle.net/2429/81724
Sah, P. K., & Karki, J. (2020). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 1-15. https://doi.org/10.1080/01434632.2020.1789154
Sahu, P. K., & Kumar, R. V. (2023). Unveiling College Selection Factors: A Study of Management students in Indian Private B-Schools. Asian Journal of Management, 14(4), 4.
Salovaara, I. M. (2020). Coaching centre as camp: Structures of feeling in popular representations of India’s coaching industry. Studies in South Asian Film & Media, 11(1), 101-117.https://doi.org/10.1386/safm_00022_1
Samaddar, B., & Tagat, A (2023). Language capital and grade repetition: Evidence from nationally-representative survey data in India. Monk Prayogshala Working Paper 2023-4. Mumbai: Department of Sociology, Monk Prayogshala. Retrieved online from https://static1.squarespace.com/static/53fe1e26e4b0e51709f9758f/t/64d0c8262fdfc346d7c98f14/1691404332040/MP_WP_4_S.pdf
Samraj, C. J. (2022). Manifestations of Academic Untouchability in India: Exclusionary Practices that Subvert Reservations in Admissions in Higher Education. CASTE/A Global Journal on Social Exclusion, 3(2), 442-457. https://doi.org/10.26812/caste.v3i2.374
Sancho, D. (2022). Education and the making of mobile livelihoods: Dubai Indian families’ trajectories over time and space. Global Networks. https://doi.org/10.1111/glob.12387
Sangole, M. (2021). Understanding Dr BR Ambedkar’s Idea of Social Democracy and Higher Education through Siddharth College, Bombay. Journal of Social Inclusion Studies, 7(2), 199-215. https://doi.org/10.1177/23944811221075485
Sanyal, M. (2023) ‘Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India’, Countering Backlash Working Paper 1, Brighton: Institute of Development Studies, DOI: 10.19088/BACKLASH.2023.001. URL: https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17823
Sarangapani, P. M. (2020). A cultural view of teachers, pedagogy, and teacher education. Handbook of Education Systems in South Asia, 1-24. https://doi.org/10.1007/978-981-13-3309-5
Sarangapani, P. M. (2022). Pedagogy and Diversity: Difference or Deficit. Journal of Human Values, 28(1), 20-28. https://doi.org/10.1177/09716858211069596
Sarkar, D., & Kurup, A. (2023). Outcome-based Education as Janus-faced Travelling Theory: Appeal for a Broader Research Agenda. Higher Education for the Future, 10(2), 139–152. https://doi.org/10.1177/23476311231173486
Sarkar, T. (2023) ‘Intelligence is not just good grades’: re-examining the mindset revolution in Indian classrooms, Compare: A Journal of Comparative and International Education, 53:5, 783-801, DOI: 10.1080/03057925.2021.1965467
Sarohe, S. (2022). Reading the ‘Caste’in the Minds of ‘Aspirant Teachers’. Contemporary Voice of Dalit, https://doi.org/10.1177/2455328X221088446
Sayed, Y. M., Subramanian, V., & Jain, M. (2021). Framing Teachers in National Education Policy and in the Popular Media: Discourses on Teachers and their Work in South Asia. In Handbook of Education Systems in South Asia (pp. 1271-1294). Singapore: Springer Singapore. DOI: 10.1007/978-981-15-0032-9_28
Sayed, Y., & Sarangapani, P. M. (2020). Understanding teachers and teaching in South Asia. Handbook of Education Systems in South Asia, 1-19. https://doi.org/10.1007/978-981-13-3309-5
Sen, P. (2021). The Students their caretakers and other agencies of culture ethnography of education in the urban Indian milieu [Doctoral Thesis, University of Calcutta]. Retrieved from http://hdl.handle.net/10603/455091
Shah, G., Bagchi, K.K., & Kalaiah, V. (Eds.). (2020). Education and Caste in India: The Dalit Question (1st ed.). Routledge India. https://doi.org/10.4324/9780429317019
Shamota, R., & Goyal, S. (2023). Pedagogy of Legal Education in India: Contemporary Perspective. Trinity Law Review, 3(1), 23–26. https://doi.org/10.48165/
Sharma, G., Mittal, R., & Zayan. (2023). Teacher Education in India’s National Education Policy 2020: Knowledge Traditions, Global Discourses and National Regulations. Contemporary Education Dialogue, 20(2), 256–282. https://doi.org/10.1177/09731849231168728
Sharma, K.A. (2023). Internalization of Higher Education in India. In:India and China Expansion, Equity and Excellence. Springer, Singapore. https://doi.org/10.1007/978-981-99-5628-9_7
Sharma, P. (2023). ‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi. Contemporary Education Dialogue, 0(0). https://doi.org/10.1177/09731849231172416
Singh, H. P. (2022). A Substandard Autobiographical Sketch in Three Chapters. Contemporary Education Dialogue, 19(2), 327-331. https://doi.org/10.1177/09731849221084139
Singh, R. (2024). The role of smartphones in restricting and facilitating freedoms for young women in India. Melbourne Asia Review. ISSN: 2652-550X. URL: https://melbourneasiareview.edu.au/the-role-of-smartphones-in-restricting-and-facilitating-freedoms-for-young-women-in-india/
Singh, R. (2022). Female friendship and care in a North Indian university. Asian Journal of Women’s Studies, 28(4), 478-494. https://doi.org/10.1080/12259276.2022.2137286
Sinha, C. (2023). Power dynamics in education: Shaping the structure of school education in India. Taylor & Francis.https://doi.org/10.4324/9781003378297
Sinha, S. (2023). Lisa Delpit: Disrupting Cultures of Power to Foster Transformative Pedagogies. Contemporary Education Dialogue, 09731849221148525.https://doi.org/10.1177/09731849221148525
Sonavane, Renuka Manik (2020). An Exploration of Experiences of Scheduled Caste Women in Higher Education in Punyashlok Ahilyadevi Holkar Solapur University, Solapur of Maharashtra’ [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/13868
Soni (2022) Laying the Foundation of the ‘Native’ Christian Community: The Church Missionary Society and Its Experiments with Famine Orphans and Orphanages, 1840s–1920s, South Asia: Journal of South Asian Studies, 45:5, 924-942. https://doi.org/10.1080/00856401.2022.2097461
Sonwane, S. (2023). Challenges and Opportunities in Formal Schooling of De-Notified Tribes: A Case Study of Kaikadi Community in Aurangabad District of Maharashtra. In: R. Rupavath (Ed.) Politics of Education in India, 139-148. https://doi.org/10.4324/9780429285523
Sreenivas, D. (2023). The Gender Studies Classroom: Its Promise and Discontents. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196755
Sreenivasa Murthy, M.R., Kandadai, S. (2023). Equality, Merit and Affirmative Action: India and USA. In: Aston, J., Tomer, A., Mathew, J.E. (eds) Comparative Approaches in Law and Policy. Singapore: Springer. https://doi.org/10.1007/978-981-99-4460-6_3
Sripraksh, A., Maithreyi, R., Kumar, A., Sinha, P. and Prabha, K. (2024). Normative Development in rural India: ‘school readiness’ and early childhood care and education. In: H. Proctor, A. Roch, G. Breidenstein and M. Forsey (Eds.). Parents, Schools and the State: Global Perspectives. Routledge.
Sriprakash, A., Maithreyi, R., Kumar, A., Sinha, P., & Prabha, K. (2020). Normative development in rural India:‘school readiness’ and early childhood care and education. Comparative Education, 56(3), 331-348. https://doi.org/10.1080/03050068.2020.1725350
Stewart, A. , Sabharwa, N.l & Yadav, R. (2023). Building an outreach culture for fairer access to higher education in Haryana, India: a ‘bottom up’ contribution to policy implementation. Policy Futures in Education. https://doi.org/10.1177/14782103231204098
Subramanian, V. (2020). Parallel partnerships: Teach for India and new institutional regimes in municipal schools in New Delhi. International Studies in Sociology of Education, 29(4), 409-428. https://doi.org/10.1080/09620214.2019.1668288
Subramanian, V. (2022). Channelling compassion towards change: elite volunteerism, corporate philanthropy and education reform in urban India. Contemporary South Asia, 30(4), 519-533. https://doi.org/10.1080/09584935.2022.2110569
Sucharita, V. (2023). Contrasting School Culture and Education: Mapping the Public–Private Binary. Routledge India. https://doi.org/10.4324/9781003396406
Sukumar, N. (2022). Caste Discrimination and Exclusion in Indian Universities: A Critical Reflection. Routledge India. https://www.routledge.com/Caste-Discrimination-and-Exclusion-in-Indian-Universities-A-Critical-Reflection/Sukumar/p/book/9780367556891
Suresh Babu, G.S. (Ed.) (2021). Education and the Public Sphere: Exploring the Structures of Mediation in Post-Colonial India. Routledge. https://www.routledge.com/Education-and-the-Public-Sphere-Exploring-the-Structures-of-Mediation-in/GS/p/book/9781032091143
Suresh Babu G.S. (2023). Education for Political Transformation: Mobilisation of Ladakhi Youth in Himalaya, India. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231212885
Thapan, M. (2020). Habitus, Performance and Women’s Experience Understanding Embodiment and Identity in Everyday Life. In Reading Pierre Bourdieu in a dual context (pp. 199-229). Routledge India.ISBN: 9780367817572.
Thapan, M. (2023). The State, Education and Inequality in Contemporary India: An Intersectional Exploration. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196445
Thapliyal, N. (2021). Student Activism at Public Universities in India in the Modi Era. In: A. M. M., J. Bessant, S. Pickard (Eds.). When Students Protest Universities in the Global South. ISBN: 9781786611840
Tilak, J. B. G. (2023). The Education ‘Fads’ in India. Social Change, 53(4), 532-542. https://doi.org/10.1177/00490857231203423
Thirumal, P. (2020). Dominant Bodies and Their Ethical Performances-Violence of Caste Embodiment in Higher Educational Institutions. Economic and Political Weekly, 55(03), 36-40.Accessed from: https://www.epw.in/journal/2020/3/perspectives/dominant-bodies-and-their-ethical-performances.html
Thirumal, P. (2021). Regurgitative Violence The Sacred and the Profane in Higher Education Institutions in India. Economic and Political Weekly, 56(23), 15-18. Accessed from https://www.epw.in/journal/2021/23/commentary/regurgitative-violence.html
Thomas, R. (2020). Brahmins as scientists and science as Brahmins’ calling: Caste in an Indian scientific research institute. Public Understanding of Science, 29(3), 306-318. https://doi.org/10.1177/0963662520903690
Tilak, Jandhyala B G, ‘Reforming Higher Education in India in Pursuit of Excellence, Expansion, and Equity’, in Paola Mattei, and others (eds), The Oxford Handbook of Education and Globalization (2024; online edn, Oxford Academic, 23 Oct. 2023), https://doi.org/10.1093/oxfordhb/9780197570685.013.14, accessed 31 Oct. 2023.
Tschurenev, J., & Mhaskar, S. (2021). “Wake up for education”: colonialism, social transformation, and the beginnings of the anti-caste movement in India. Paedagogica Historica, 1-19. https://doi.org/10.1080/00309230.2021.1920986
Ullah, A. and Mukherjee, A. (2023), “School choice decision of middle-class parents in urban India: a sociological introspection”, Asian Education and Development Studies, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/AEDS-02-2023-0015
Varalakshmi, Gunjapalli (2021). Educational Facilities and Academic Achievement of the Disadvantaged girls: A Study of Kasturba Gandhi Balika Vidyalayas in Andhra Pradesh [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/414369
Varghese, N. V. (2023). Marginality and Marginalisation: Education as a Source of Cumulative Marginalisation 1. In Marginality in India: Perspectives of Marginalisation from the Northeast (pp. 65-81). Routledge India. https://doi.org/10.1017/eso.2022.53
Vasavi, A.R. (2022). Differentiation and Disjunction: Interrogating India’s Education System. New Delhi: Orient BlackSwan. https://orientblackswan.com/details?id=9789354423062
Verma, G. (2023). Internal Migration in India and Its Impact on Children’s Education and Well-Being. In: Potnuru, B., Thakur, N., Kumar, P. (eds) Development Outlook of Education and Migration. Demographic Transformation and Socio-Economic Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-39382-2_10
Vijay, D., & Nair, V. G. (2022). In the name of merit: Ethical violence and inequality at a business school. Journal of Business Ethics, 179(2), 315-337. https://doi.org/10.1007/s10551-021-04824-1
Vinod, M. J., & Kumar, S. S. (Eds.). (2021). Empowering Marginalized Communities in India: The Impact of Higher Education. SAGE Publishing India. ISBN: 9789391370398.
Wagh, A. C. (2023). Interrogating Privilege: An Autoethnographic Pedagogical Exercise. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231172133
Wagh, A. C., & Rayaprol, A. (2023). Marginality and Gender in Educational Institutions in Contemporary India. Sociological Bulletin, 0(0). https://doi.org/10.1177/00380229231196444
Waghmore, S. (2023). Seeking humanist Hinduism: Education and new Gurukul coaching models of Hindutva. In: I. Roy (Ed.). Passionate politics: Democracy, development and India’s 2019 general election, Manchester University Press, pp. 74-84.
Wallenius, T. J. (2022). Bikas as Pedagogy: The Concept of Development at an Elite Boarding School in Nepal. South Asia: Journal of South Asian Studies, 45(5), 817-831. https://doi.org/10.1080/00856401.2022.2088945
Wallenius, T.J. (2022) Bikās as Pedagogy: The Concept of Development at an Elite Boarding School in Nepal, South Asia: Journal of South Asian Studies, 45:5, 817-831, DOI: https://doi.org/10.1080/00856401.2022.2088945
Wankhede, A. (2022). Affirmative Action for Economically Weaker Sections and Upper-Castes in Indian Constitutional Law: Context, Judicial Discourse, and Critique. Taylor & Francis. https://www.routledge.com/Affirmative-Action-for-Economically-Weaker-Sections-and-Upper-Castes-in/Wankhede/p/book/9781032291840
Yhokha, V. (2021). Social Implications of Private Education in Nagaland A Study of Select Schools [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/463519
Yunus, R. (2022) ‘Labour class’ children in Indian classrooms: theorizing urban poverty and schooling, British Journal of Sociology of Education, 43:1, 104-119, DOI: 10.1080/01425692.2021.2003181
Yunus, R. (2023). ‘Labour Class’ Children’s Schooling in Urban India: A Sociological Account. London: Routledge. https://doi.org/10.4324/9781003126072
Ziipao, R. R. (2023). Out of Coverage Area: Tribes and Digital Exclusion in North-east India. Journal of Development Policy and Practice, 0(0). https://doi.org/10.1177/24551333231163930
Bhatty, K., Nambissan, G., Batra, P., Sharma, G., De, A., & Mody, A. (2015). No-Detention Policy [NDP] and Continuous & Comprehensive Evaluation [CCE]. EVALUATION [CCE]. https://cprindia.org/wp-content/uploads/2021/12/NDP-CCE-_policy-brief-final.pdf
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
Boucher, D. E. (2018). Globalization and cultural flows: A three-article dissertation exploring implications for education and culture in india [Doctoral Thesis, University of Nevada, Las Vegas ]. Available from ProQuest Dissertations & Theses Global. (2210149516). Retrieved from https://www.proquest.com/dissertations-theses/globalization-cultural-flows-three-article/docview/2210149516/se-2
Burridge, N., Maree Payne, A., & Rahmani, N. (2016). ‘Education is as important for me as water is to sustaining life’: perspectives on the higher education of women in Afghanistan. Gender and Education, 28(1), 128-147. https://doi.org/10.1080/09540253.2015.1096922
Chatterji, S. (2018). Like mother like daughter: Mothers’ education and investment in daughters’ education in India (Doctoral Thesis, Rutgers The State University of New Jersey). Available from ProQuest Dissertations & Theses Global. (2193307142). Retrieved from https://www.proquest.com/dissertations-theses/like-mother-daughter-mothers-education-investment/docview/2193307142/se-2
Chidsey, M. M. (2017). Mediated empowerments: An ethnography of four, all-girls’ “public schools” in north india [Doctoral Thesis, Columbia University]. Available from ProQuest Dissertations & Theses Global. (1853909579). Retrieved from https://www.proquest.com/dissertations-theses/mediated-empowerments-ethnography-four-all-girls/docview/1853909579/se-2
Collins, R. (2019). The credential society: An historical sociology of education and stratification. Columbia University Press.
Desai, K. (2016). Teaching the Third World Girl: Girl Rising as a precarious curriculum of empathy. Curriculum Inquiry, 46(3), 248-264. https://doi.org/10.1080/03626784.2016.1173510
Deshpande, S., Karve, I., Srinivas, M. N., Gupta, D., Béteille, A., Kothari, R., Pappu, R. & Pandian, M. S. S. (2014). The problem of caste. Economic & Political Weekly, 49(41), 17
Dharampal (2017). The Beautiful Tree: Indigenous Indian Education in the Eighteenth Century. In: G. Dharmapal (Ed). Essential Writings of Dharampal. New Delhi: Publications Division Ministry of Information & Broadcasting.
Diaz-Houston, Y. (2015). Transnational hybridity: (re)constructing education for orphan girls in rural north india [Doctoral Thesis, University of California, Santa Cruz]. Available from ProQuest Dissertations & Theses Global. (1734014319). Retrieved from https://www.proquest.com/dissertations-theses/transnational-hybridity-re-constructing-education/docview/1734014319/se-2
Dyson, J. (2019). Rethinking education as a contradictory resource: Girls’ education in the Indian Himalayas. Geoforum, 103, 66-74. https://doi.org/10.1016/j.geoforum.2019.03.021
E.S., Muhammed Aslam. (2018). From Needle to Letters: Zenana Mission’s Encounters with Mappila Muslims of Malabar. Review of Development and Change, 23(2), 39–62. https://doi.org/10.1177/0972266120180203
Ganguly, S. (2018). Social Construction of a Segregated Urban Space and Its Effects on Education: A Case Study of the Balmikis of Delhi. Contemporary Education Dialogue, 15(1), 51–72. https://doi.org/10.1177/0973184917744972
Garalytė, K. (2019). Symbolic Boundaries and Moral Demands of Dalit Student Activism. South Asia Multidisciplinary Academic Journal, (22).https://doi.org/10.4000/samaj.6511
Gautam, M. (2015). Gender, subject choice and higher education in India: Exploring ‘choices’ and ‘constraints’ of women students. Contemporary Education Dialogue, 12(1), 31-58.https://doi.org/10.1177/0973184914556865
Gilbertson, A. (2016). Cosmopolitan learning, making merit, and reproducing privilege in Indian schools. Anthropology & Education Quarterly, 47(3), 297-313. https://doi.org/10.1111/aeq.12157
Goswami, N. (2017). Legitimising standard languages: Perspectives from a school in Banaras. New Delhi: SAGE Publishing India. https://in.sagepub.com/en-in/sas/legitimising-standard-languages/book258970
Goswami, N. (2019). ‘Ours is a semi-English medium school.’Schooling aspirations and a neighbourhood school in Banaras. Poverty & Education Working Paper Series, Max Weber Stiftung. https://perspectivia.net/receive/pnet_mods_00001716
Goswami, Richa (2019). Parental Perceptions Of Quality In School Education: A Study In Udaipur City [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/123456789/15245
Gour, N.S. (2015). Three Rivers and a Tree: The Story of Allahabad University. Rupa Publications. ISBN: 9788129134929.
Gundemeda, N. (2015). The idea of a university: A sociological study of a national university in India. Journal of Sociology and Social Anthropology, 6(1), 99-112. https://doi.org/10.1080/09766634.2015.11885650
Gundemeda, N. (2016).Gender and Education Policy: A study of dropout girls from rural Andhra Pradesh and Telangana state. In: Jaganatham Begar (Ed). Mapping Human Rights and Subalterns in Modern India. Kalpaz Publishers. pp. 133-154. ISBN: 978-9351281511.
Gupta, A. (2018). Formal education from a ‘shadow’ perspective: An ethnographic account of private tutoring in dehradun, india [Doctoral Thesis, National University of Singapore]. Available from ProQuest Dissertations & Theses Global. (2189100959). Retrieved from https://www.proquest.com/dissertations-theses/formal-education-shadow-perspective-ethnographic/docview/2189100959/se-2
Gupta, L. (2015). Education, poverty and gender: Schooling Muslim girls in India. Routledge India. https://www.routledge.com/Education-Poverty-and-Gender-Schooling-Muslim-Girls-in-India/Gupta/p/book/9780815373346
Jain, M., Mehendale, A., Mukhopadhyay, R., Sarangapani, P. M., & Winch, C. (Eds.). (2018). School education in India: Market, state and quality. Taylor & Francis. https://www.routledge.com/School-Education-in-India-Market-State-and-Quality/Jain-Mehendale-Mukhopadhyay-Sarangapani-Winch/p/book/9780367734626
Jain, R. (2019). RTE Act and Minorities: An Inquiry into Procedural Issues. Journal of Educational Planning and Administration, 33(1), 33-49. http://niepa.ac.in/New/download/Publications/JEPA_(15%20years)/JEPA%202019_Vol-33(1-4)/JEPA_Jan_2019_1.pdf#page=32
Jamatia, F., & Gundimeda, N. (2019). Ethnic identity and curriculum construction: critical reflection on school curriculum in Tripura. Asian Ethnicity, 20(3), 312-329. https://doi.org/10.1080/14631369.2019.1568861
Jayadeva, S. (2018). ‘Below English Line’: An ethnographic exploration of class and the English language in post-liberalization India. Modern Asian Studies, 52(2), 576-608. https://doi.org/10.1017/S0026749X16000639
Jayadeva, S. (2019). English‐medium: schooling, social mobility, and inequality in Bangalore, India. Anthropology & Education Quarterly, 50(2), 151-169.https://doi.org/10.1111/aeq.12287
Jayaram, N. (2015). Sociology of education in India. Rawat Publications. https://www.rawatbooks.com/education/sociology-of-education-in-india
Kannan, D. (2017). Recasting the Self Missionaries and the Education of the Poor in Kerala 1854-1956 [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/378098
Ke, Shushwi (2017). Economic Liberalization and Changing Trajectory of Higher Education A Study of Select Institutions in Bangalore [Doctoral Thesis,. Jawaharlal Nehru University] http://hdl.handle.net/10603/469536
Khoja-Moolji, S. (2018). Forging the ideal educated girl: The production of desirable subjects in Muslim South Asia. Oakland: University of California Press. https://www.ucpress.edu/book/9780520298408/forging-the-ideal-educated-girl
Khora, S. (2016). Education Management in India-the Need for Caution. International Journal of Research in Economics and Social Sciences (IJRESS), 6(8).
Kumar, K. (2017). Routledge Handbook of Education in India. Taylor & Francis. DOI: 10.4324/9781003030362
Leivon, Kimnei Salviana (2019). Accessibility in Education for the Tribal Areas of Manipur : A Study of Village Schools in Churachandpur [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/12504
Letchamanam, H. and Dhar, D. (Eds.) (2019). Education in South Asia and the Indian Ocean Islands. Bloomsbury Publishing. https://www.bloomsbury.com/in/education-in-south-asia-and-the-indian-ocean-islands-9781474244305/
MacLeod, J. (2018). Ain’t no makin’it: Aspirations & attainment in a low-income neighborhood. Routledge.
Maithreyi, R. (2019). Children’s reconstruction of psychological knowledge: An ethnographic study of life skills education programmes in India. Childhood, 26(1), 68-82. https://doi.org/10.1177/090756821879801
Maithreyi, R., & Sriprakash, A. (2018). The governance of families in India: education, rights and responsibility. Comparative Education, 54(3), 352-369. https://doi.org/10.1080/03050068.2018.1430299
Majumdar, M. (2017). Access, success, and excess: Debating shadow education in India. In Routledge Handbook of Education in India (pp. 273-284). Routledge India. DOI: 10.4324/9781315107929-24
Malish, C. M. (2018). Field of Higher Education Research, India. In: Teixeira, P. N., & Shin, J. C. (Eds.).. Encyclopedia of International Higher Education Systems and Institutions. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-017-9553-1_187-1
Malish, C. M. (2019). Inclusive (?) Internationalization: The Case of Outbound Student Mobility in India. Inclusive and Innovative Internationalization of Higher Education, 30. https://www.researchgate.net/publication/348430727_Inclusive_Internationalization_The_case_of_outbound_student_mobility_in_India
Malish, C. M., & Ilavarasan, P. V. (2016). Higher education, reservation and scheduled castes: Exploring institutional habitus of professional engineering colleges in Kerala. Higher Education, 72(5), 603-617. DOI: 10.1007/s10734-015-9966-7
Malish, C. M., & Ilavarasan, P. V. (2016). Higher education, reservation and scheduled castes: Exploring institutional habitus of professional engineering colleges in Kerala. Higher Education, 72, 603-617. https://doi.org/10.1007/s10734-015-9966-7
Mangla, A. (2015). Bureaucratic norms and state capacity in India: Implementing primary education in the Himalayan region. Asian Survey, 55(5), 882-908.
Manjrekar, N. (2015). The neighbourhood and the school: Conflict, educational marginalisation and the state in contemporary Gujarat. In: TRG Poverty & Education : Working Paper Series, Vol. 6 (29.09.2015). https://doi.org/10.25360/01-2015-00012
Manjrekar, N. (2017). Education in the ‘Sanskarnagari’: Baroda, Provincial Capital of a ‘Progressive’Princely State in the Late Nineteenth and Early Twentieth Century. In: Second International Handbook of Urban Education (pp. 369-395). Springer, Cham. DOI: 10.1007/978-3-319-40317-5_22
Manjrekar, N. (2019). Childhoods in India: Traditions, trends and transformations. Asian Journal of Women’s Studies, 25(1), 148-154. https://doi.org/10.1080/12259276.2018.1564453
Manojan K P (2018). Curriculum pedagogy and formation of subjectivities Adivasi childhood and conflicts in formal schooling Kerala [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/314374
Mathew, L. (2018). Aspiring and aspiration shaming: Primary schooling, English, and enduring inequalities in liberalizing Kerala (India). Anthropology & Education Quarterly, 49(1), 72-88. https://doi.org/10.1111/aeq.12234
Muhammed Haneefa A P (2017). Communities and Social Capital A Study of the Education of Muslims in South Malabar [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/469988
Mujeebuddin, Md (2017). Education of Muslim Minorities A Study of Madrasa Education in Hyderabad [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/408141
Myroniuk, T. W., Vanneman, R., & Desai, S. (2017). Getting a child through secondary school and to college in India: The role of household social capital. Sociology of Development, 3(1), 24-46. DOI: 10.1525/sod.2017.3.1.24.
Nambissan, G. B. (2016). Low-Cost Private Schools for the Poor in India: Some Re ections. In India infrastructure report 2012 (pp. 122-131). Routledge India. ISBN: 9781315538914
Nambissan, G. B. (2016). Poverty, markets and elementary education in India (No. id: 10966). https://ideas.repec.org/p/ess/wpaper/id10966.html
Nambissan, G. B. (2017). The ‘urban’and education in India: Section editor’s introduction. Second International handbook of urban education, 299-318. DOI: 10.1007/978-3-319-40317-5_19
Nawani, D. (2016). School Education: Policy Strengths and Concerns. Economic and Political Weekly, 43-47
Palan, Ruchi (2016). Disabled Students In Higher Education: A Study of Experiences and Aspirations [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/9618
Pappu, R. (2015). Towards a framework for forging links: Exploring the connections between women’s education, empowerment and employment. Indian Journal of Gender Studies, 22(2), 300-321. https://doi.org/10.1177/0971521515574610
Pappu, R. (2019). Women’s Education and Social Reform in India: Creating ‘Angels in the House?’. Voices of Teachers and Teacher Educators, 8 (1). 50. https://ncert.nic.in/pdf/publication/journalsandperiodicals/vtte/vtte_July_2019.pdf
Pappu, R., & Sawhney, S. (2019). Building effective school libraries: Lessons from the study of a Library Program in India. International Information & Library Review, 51(3), 217-230. https://doi.org/10.1080/10572317.2018.1526617
Para ,Ramesh Babu (2017). Education and Empowerment A Study on Dalits in Nizams Hyderabad State and Coastal Andhra [Doctoral Thesis]. http://hdl.handle.net/10603/408133
Patel, V. (2017). Parents, permission, and possibility: Young women, college, and imagined futures in Gujarat, India. Geoforum, 80, 39-48.
Patel, V. (2017). Parents, permission, and possibility: Young women, college, and imagined futures in Gujarat, India. Geoforum, 80, 39-48. https://doi.org/10.1016/j.geoforum.2017.01.008
Pathania, G. J. (2016). Food politics and counter-hegemonic assertion in Indian university campuses. South Asia Research, 36(2), 261-277. https://doi.org/10.1177/026272801663873
Pathania, G. J. (2018). The university as a site of resistance: identity and student politics. Oxford University Press. https://doi.org/10.1093/oso/9780199488414.001.0001
Pathania, G. J., & Tierney, W. G. (2018). An ethnography of caste and class at an Indian university: creating capital. Tertiary Education and Management, 24(3), 221-231. https://doi.org/10.1080/13583883.2018.1439998
Prakash, C. (2016). Internal migration and childrens education A study of Rangareddy district Talangana [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/315950
Queen, C. (2015). A Pedagogy of the Dhamma: BR Ambedkar and John Dewey on Education. International Journal of Buddhist Thought and Culture, 24, 7-21.https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE07087415
Ramachandran, V. (2018). Inside Indian Schools: The Enigma of Equity and Quality (1st ed.). Routledge. https://doi.org/10.4324/9780429490804
Ramsheena (2018). Gender and higher education Mapping the experiences of Muslim women in Kerala [Doctoral Thesis, University of Hyderabad], http://hdl.handle.net/10603/314827
Ramsheena, CA & Gundemeda, N. (2018) Education, employment and empowerment: A case study of Muslim women in Kerala. Social Action-Volume 68-No-1 pp.65-79. http://isidelhi.org.in/ckfinder/userfiles/files/Files%202/Files%203/1_%20SA%20JAN-MARCH%202018.pdf
Rao, P. V. (2016). Class, identity and empire: Scotsmen and Indian education in the nineteenth century. Social Scientist, 44(9/10), 55-70. https://www.jstor.org/stable/24890302
Rao, P. V. (2019). Colonial State as ‘New Manu’? Explorations in Education Policies in Relation to Dalit and Low-Caste Education in the Nineteenth-Century India. Contemporary Education Dialogue, 16(1), 84–107. https://doi.org/10.1177/0973184918807812
Rao, S. S (2017) Transition from Elite to Mass System of Higher Education: What does Massification Mean for Equality? Journal of Educational Planning and Administration, Volume XXXI, number 2, pp. 141 – 156. http://www.niepa.ac.in/Pub_Jepa.aspx
Rao, S. S., & Singh, S. (2018). Max Weber’s contribution to the sociology of education: a critical appreciation. Contemporary Education Dialogue, 15(1), 73-92. https://doi.org/10.1177/097318491774496
Rao, S. S., Ganguly, S., Singh, J., & Dash, R. R. (2017). School Closures and Mergers: A Multi-State Study of Policy and Its Impact on Public Education System-Telengana. Odisha and Rajasthan, New Delhi: Save the Children. https://www.researchgate.net/publication/320056186_School_Closures_and_Mergers_A_Multi-state_study_of_policy_and_its_impact_on_public_education_system_-_Telangana_Odisha_and_Rajasthan_2017
Rao, S., Ganguly, S., Singh, J., & Dash, R. R. (2017). School Closures and Mergers: A Multi-state Study of Policy and its Impact on Public Education System in Telangana, Odisha and Rajasthan. Gurgaon: Save the Children.
Rao, S.S. (2017). Production of an ‘Educational’ City: Shadow Education Economy and Re-structuring of Kota in India. In: Pink, W., Noblit, G. (eds) Second International Handbook of Urban Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-40317-5_24
Rathod, B. (2017). Caste-based discrimination in higher education: An application of microaggression theory in Indian context. Journal of Exclusion Studies, 7(2), 171-201. DOI: 10.5958/2231-4555.2017.00015.8
Rathod, B. (2019). Caste Conflicts on Campuses: Examining Diversity Research to Transform Indian Universities into Inclusive Learning Spaces. Journal of Social Inclusion Studies, 5(2), 129-146.https://doi.org/10.1177/2394481119900838
Raveendran, A. (2019). Finding a critical voice. In Critical voices in science education research (pp. 27-36). Springer, Cham. DOI: 10.1007/978-3-319-99990-6_4
Raveendran, A., & Chunawala, S. (2015). Reproducing values: A feminist critique of a higher secondary biology textbook chapter on reproductive health. Indian Journal of Gender Studies, 22(2), 194-218.https://doi.org/10.1177/0971521515578244
Sabharwal, N. S., & Malish, C. M. (2016). Diversity and discrimination in higher education: A study of institutions in selected states of India. CPRHE Research Report). New Delhi: CPRHE, NIEPA. http://cprhe.niepa.ac.in/sites/default/files/Report-Files/Report%20on%20National%20Seminar%20on%20Student%20Diversity%20%26%20Discrimination.pdf
Sabharwal, N. S., & Malish, C. M. (2016). Student diversity and civic learning in higher education in India. CPRHE Research Paper, 3. Accessed from: http://14.139.60.151/cprhe/sites/default/files/Report-Files/CPRHE%20Research%20Paper%203_Student%20Diversity%20and%20Civic%20Learning_NSS_CM.pdf
Sabharwal, N. S., & Malish, C. M. (2016). Student diversity and civic learning in higher education in India. CPRHE Research Paper, 3. http://cprhe.niepa.ac.in/sites/default/files/Report-Files/CPRHE%20Research%20Paper%203_Student%20Diversity%20and%20Civic%20Learning_NSS_CM.pdf
Sabharwal, N. S., & Malish, C. M. (2017). Student diversity and challenges of inclusion in higher education in India. International Higher Education, (91), 25-27.
Sabharwal, N. S., & Malish, C. M. (2018). Mixed Methods Approaches and Qualitative Methodology for Higher Education Policy Research. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.465
Sancho, D. (2015). Youth, Class and Education in Urban India: The year that can break or make you. Routledge. https://www.routledge.com/Youth-Class-and-Education-in-Urban-India-The-year-that-can-break-or-make/Sancho/p/book/9781138320222
Sarangapani, P. M. (2017). Institutional diversity and quality. In Routledge Handbook of Education in India (pp. 43-63). Routledge India. https://doi.org/10.4324/9781315107929
Sarangapani, P. M., & Pappu, R. (Eds.). (2019). Handbook of Education Systems in South Asia. Springer Singapore. https://link.springer.com/referencework/10.1007/978-981-15-0032-9
Sen, S., & Gundemeda, N. (2015). Classroom as a Site of Learning: A Sociological Study of a University in India. Journal of Sociology and Social Anthropology, 6(1), 113-124. https://doi.org/10.1080/09766634.2015.11885651
Sen, Sahana (2019). Curriculum pedagogy and cultures of learning An ethnographic study of Buddhist institutions in south India [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/343597
Shah, P., & Khurshid, A. (2019). Muslim womanhood, education, and empowerment: Ethnographic reflections from Pakistan and India. Gender and Education, 31(4), 458-474. https://doi.org/10.1080/09540253.2018.1543859
Sharma, A. (2016). School worlds: An ethnographic study . New Delhi: SAGE Publications India. https://us.sagepub.com/en-us/nam/going-to-school/book252249
Sharma, Poonam (2017). The School And The Family : An Exploration of Children’s Educational Experiences [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/10858
Silveru, Harinath (2016). Social location and school choice A sociological study in Telangana [Doctoral Thesis, University of Hyderabad]. http://hdl.handle.net/10603/312685
Sonkar, M. (2018). Changing aspirations and challenges for Muslim girls education an ethnography of a girls school in Old Delhi [Doctoral Thesis, University of Delhi]. Retrieved from http://hdl.handle.net/10603/421346
Stambach, A., & Hall, K. D. (Eds.). (2016). Anthropological perspectives on student futures: Youth and the politics of possibility . Springer. https://link.springer.com/book/10.1057/978-1-137-54786-6
Stroud, S. R. (2017). What Did Bhimrao Ambedkar Learn from John Dewey’s Democracy and Education?. Pluralist, 12(2), 78-103. https://doi.org/10.5406/pluralist.12.2.0078
Subramanian, A. (2019). The caste of merit: Engineering education in India. Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674987883
Subramanian, V. K. (2018). From government to governance: Teach for India and new networks of reform in school education. Contemporary Education Dialogue, 15(1), 21-50. https://doi.org/10.1177/097318491774224
Sukumar, N. (2016). ‘Red sun in the blue sky’: Rohith Vemula’s utopian republic. Social Change, 46(3), 451-457. https://doi.org/10.1177/004908571665481
Sunandan, K. N. (2015). From Acharam to knowledge: Claims of caste dominance in twentieth-century Malabar. History and Sociology of South Asia, 9(2), 174-192. https://doi.org/10.1177/2230807515574055
Sunandan, K. N. (2016). Critical mind and labouring body: Caste and education reforms in Kerala. Artha Journal of Social Sciences, 15(2), 27-47. https://doi.org/10.12724/ajss.37.2
Thapan, M. (2015). Curriculum and Its Possibilities. In: Pinar, W.F. (eds) Curriculum Studies in India. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137477156_6
Thapan, M. (2015). Punjabi youth in Northern Italy: The family, belonging and freedom. In: KA. Jacobsen, K. Myrvold (Eds.) · Young Sikhs in a Global World: Negotiating Traditions, Identities and Authorities, 51-70. ISBN: 9781134790814
Thapan, M. (2016). ‘Single’and Alone: Tibetan Youth in Exile in India. Society and Culture in South Asia, 2(2), 161-181. https://doi.org/10.1177/2393861716643875
Thapan, M. (2019). Self-knowledge and relatedness in everyday life. Psychological Studies, 64, 275-282. https://doi.org/10.1007/s12646-019-00520-3
Thapan, M., & Madan, T. N. (Eds.). (2014). Education and Society: Themes, Perspectives, Practices. Oxford University Press. ISBN: 9780199451319.
Thapan, M., Singh, A., & Sreekumar, N. (2016). Women’s mobility and migration: an exploratory study of Muslim women migrants in Jamia Nagar, Delhi.’. In: D.K. Mishra (Ed). Internal Migration in Contemporary India, ISBN: 9789351508588.
Tierney, W. G., Sabharwal, N. S., & Malish, C. M. (2019). Inequitable structures: Class and caste in Indian higher education. Qualitative Inquiry, 25(5), 471-481. https://doi.org/10.1177/1077800418817836
Tierney, W. G., Sabharwal, N. S., & Malish, C. M. (2019). Inequitable structures: Class and caste in Indian higher education. Qualitative Inquiry, 25(5), 471-481. https://doi.org/10.1177/1077800418817836
Tilak, J. B. G. (2017). Higher education, public good and markets. Routledge India. https://www.routledge.com/Higher-Education-Public-Good-and-Markets/Tilak/p/book/9780367345464
Tilak, J. B.G., & Ghosh. (2018). Education and development in India: Critical Issues in Public Policy and Development. Palgrave Macmillan. https://link.springer.com/book/10.1007/978-981-13-0250-3
Tschurenev, J. (2019). Empire, civil society, and the beginnings of colonial education in India. Cambridge University Press. https://doi.org/10.1017/9781108653374
Velaskar, P. (2016). Neo-liberal policy and the crisis of state schooling. In: A.K.Singh (Ed). Education and empowerment in India: Policies and practices, 251-274. ISBN: 9781317336860.
Velaskar, P. (2016). The Redefinition of Equality and Excellence and Declining Goals of Democratic Egalitarianism in Higher Education. In: N. V. Varghese, N.S. Sabharwal C.M. Malish., (Eds.). India Higher Education Report 2016: Equity, 43-62. Sage Publications. https://dx.doi.org/10.4135/9789353280611
Velaskar, P. (2016). Theorising the interaction of caste, class and gender: A feminist sociological approach. Contributions to Indian Sociology, 50(3), 389-414. https://doi.org/10.1177/0069966716657461
Venkatesh, K. (2016). Education for liberation: Exploring Mahatma Phule’s work in education. Contemporary Education Dialogue, 13(1), 121-144. https://doi.org/10.1177/09731849156031
Wankhede, G. (2015). Perspectives on social group disparities in higher education. In: N. V. Varghese, G.Malik (Eds.). India Higher Education Report 2015 (pp. 123-138). Routledge India. https://doi.org/10.4324/9781315651163
Willis, P. (2017). Learning to labour: How working class kids get working class jobs. Routledge.
Yang, P. (2018). Compromise and complicity in international student mobility: The ethnographic case of Indian medical students at a Chinese university. Discourse: Studies in the Cultural Politics of Education, 39(5), 694-708. https://doi.org/10.1080/01596306.2018.1435600
Yunus, R. (2018). Inscriptions of (in) equality: Interrogating texts and practices in an Indian classroom (Doctoral dissertation, University of Warwick). https://ethos.bl.uk/OrderDetails.do?did=3&uin=uk.bl.ethos.759663
Babu, S. (2012). Mathematics and its Images of the Public. epiSTEME 5. Accessed from: http://episteme.hbcse.tifr.res.in/index.php/episteme5/5/paper/view/163/15
Bowles, S., & Gintis, H. (2011). Schooling in capitalist America: Educational reform and the contradictions of economic life. Haymarket Books.
Connelly, A. (2012). ‘Our home in the mountains’: Schooling imaginations in Darjeeling, India. The South Asianist Journal, 1(2). http://www.southasianist.ed.ac.uk/article/view/54
Deshpande, S. & Zacharias, U. (Eds.) (2013). Beyond inclusion: The practice of equal access in Indian higher education. Routledge. https://doi.org/10.4324/9781315816296
Dyer, C. (2012). Formal education and pastoralism in western India: inclusion, or adverse incorporation?. Compare: A Journal of Comparative and International Education, 42(2), 259-281.https://doi.org/10.1080/03057925.2011.641359 .
Dyer, C. (2014). Education and social (in) justice for mobile groups: re-framing rights and educational inclusion for Indian pastoralist children. In: Education and Global Justice (pp. 51-63). Routledge. DOI: 10.4324/9781315872254-5
Ellis, C. (2011). ‘Snapshots’ of the classroom: Autobiographies and the experience of elementary education in the Madras Presidency, 1882—1947. Childhood, 18(3), 384-401. https://doi.org/10.1177/0907568211406455
Ellis, C. (2011). No man is a man who does not discover something, be it a new star or an old manuscript’ – The debate over new education in late colonial India. In H. Niedrig & C. Ydesen (Eds.), Writing postcolonial histories of intercultural education. Frankfurt a.M: Peter Lang.
Froerer, P. (2011) Education, Inequality and Social Mobility in Central India. Eur J Dev Res 23, 695–711. https://doi.org/10.1057/ejdr.2011.43
Gilbertson, A. (2014). ‘Mugging up’versus ‘exposure’: international schools and social mobility in Hyderabad, India. Ethnography and Education, 9(2), 210-223.https://doi.org/10.1080/17457823.2013.878512
Grewal, I. K. (2014). The environment of poverty and the limits of girlhood: The struggle for the right to an education in North India Gareebi Ka Mahual Aur Ladkeo Ki Hud [Doctoral Thesis, Eastern Michigan University]. Retrieved from https://www.proquest.com/dissertations-theses/environment-poverty-limits-girlhood-struggle/docview/1879420539/se-2
Gundemeda, N. (2014). Education and Hegemony: Social construction of knowledge in India in the era of Globalization. London: Cambridge Scholars Publishing . http://www.cambridgescholars.com/education-and-hegemony
Gundemeda, N. (2014). Information technology (IT) education in Andhra Pradesh: a sociological view. Journal of Social Sciences, 40(3), 333-342. https://doi.org/10.1080/09718923.2014.11893329
Gundemeda, N. (2014).Vulnerability and Education: A Study of the Patterns of Discrimination in Government Schools in Andhra Pradesh. Social Action, 64(1), 49-61. https://www.academia.edu/6026417/Vulnerability_and_Education_A_Study_of_the_Patterns_of_Discrimination_in_Government_Schools_in_Andhra_Pradesh
Hasan, S., & Bagde, S. (2013). The mechanics of social capital and academic performance in an Indian college. American Sociological Review, 78(6), 1009-1032. https://doi.org/10.1177/0003122413505198
Hooks, B. (2014). Teaching to transgress. Routledge.
Jeffrey, C. (2010). Timepass: Youth, class, and the politics of waiting in India. CA: Stanford University Press. Hardcover, ISBN: 9780804770736
Kamat, S. (2011). Neoliberalism, urbanism and the education economy: producing Hyderabad as a ‘global city’. Discourse: Studies in the Cultural Politics of Education, 32(2), 187-202. https://doi.org/10.1080/01596306.2011.565639
Khora, S. (2011). Education and teacher professionalism: Study of teachers and classroom processes. Rawat Publications.
Khora, S. (2012). Education Management and Leadership in a School District in Odisha. Sociological bulletin, 61(2), 23-42. https://doi.org/10.1177/003802292012020
Kumar, K. (2010). Culture, state and girls: An educational perspective. Economic and Political Weekly, 75-84. https://www.jstor.org/stable/25664388
Kumar, K. (2010). Quality in education: Competing concepts. Contemporary Education Dialogue, 7(1), 7-18. https://doi.org/10.1177/0973184913411197
Kumar, K. (2011). Teaching and the neo-liberal state. Economic and Political Weekly, 46 (21). 37-40. https://www.jstor.org/stable/23017223
Kumar, K. (2012). Quality Constraints in Education: Fallout of the Cartoon Controversy. Economic and Political Weekly, 12-13. https://www.epw.in/journal/2012/22/cartoon-controversy-special-issues/quality-constraints-education.html
Kumar, K. (2014). Rurality, Modernity, and Education. Economic and Political Weekly, 49 (22). 38-43.
Kumar, S. (2012). Ethnography of youth politics: Leaders, brokers and morality in a provincial university in western Uttar Pradesh. History and Sociology of South Asia, 6(1), 41-70. https://doi.org/10.1177/223080751100600103
Liyanage, I. (2012). Critical Pedagogy in ESL/EFL Teaching in South Asia. In: Sung, K., Pederson, R. (eds) Critical ELT Practices in Asia. Transgressions, vol 82. Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6091-797-4_7
Majumdar, M., & Mooij, J. (2012). Education and inequality in India: A classroom view. Routledge. https://doi.org/10.4324/9780203810217.
Manjrekar, N. (2011). Ideals of Hindu girlhood: Reading Vidya Bharati’s Balika Shikshan. Childhood, 18(3), 350-366. https://doi.org/10.1177/0907568211406454
Manjrekar, N. (2011). Ideals of Hindu girlhood: Reading Vidya Bharati’s Balika Shikshan. Childhood, 18(3), 350-366. https://doi.org/10.1177/0907568211406454
Manjrekar, N. (2013). Women school teachers in new times: Some preliminary reflections. Indian Journal of Gender Studies, 20(2), 335-356. https://doi.org/10.1177/0971521513482223
Matthan, T., Anusha, C., & Thapan, M. (2014). Being Muslims, becoming citizens: A Muslim girls’ school in post-riot Ahmedabad. In: M, Thapan (Ed.). Ethnographies of Schooling in Contemporary India, Sage Publication. ISBN: 9789351500872
Morarji, K. (2014). Negotiating tensions of development: A critical ethnography of education and social reproduction in contemporary rural india [Doctoral Thesis, Cornell University]. Available from ProQuest Dissertations & Theses Global. (1634332607). Retrieved from https://www.proquest.com/dissertations-theses/negotiating-tensions-development-critical/
Nambissan, G. B. (2012). Private Schools for the Poor: Business as Usual? Economic and Political Weekly, 47(41), 51–58.
Nambissan, G. B. (2012). Private schools for the poor: Business as usual?. Economic and Political Weekly, 51-58. https://www.jstor.org/stable/41720245
Nambissan, G. B. (2014). The global economic crisis, poverty and education: a perspective from India. In Education, Capitalism and the Global Crisis (pp. 29-37). Routledge. https://doi.org/10.4324/9781315872308
Nambissan, G. B., & Rao, S. S. (Eds.). (2013). Sociology of education in India: Changing contours and emerging concerns. New Delhi: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198082866.001.0001
Neelakandan, S. M., & Patil, S. M. (2012). Complexities of inclusion and exclusion: Dalit students and higher education in India. Journal of Social Inclusion, 3(1), 86-100. Accessed from https://josi.org.au/articles/10.36251/josi.44/galley/47/download/
Novelli, M. (2010). The new geopolitics of educational aid: From cold wars to holy wars?. International Journal of Educational Development, 30(5), 453-459. https://doi.org/10.1016/j.ijedudev.2010.03.012
Paik, S. (2014). Dalit women’s education in modern India: double discrimination. Routledge. https://doi.org/10.4324/9781315770741
Pappu, R., & Vasanta, D. (2010). Educational quality and social inequality: Reflecting on the link. Contemporary Education Dialogue, 7(1), 94-117. https://doi.org/10.1177/0973184913411201
Ralte, L. (2011). Women’s Education and Social Change in Mizoram 1904 1987 [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/287660
Rao, P. V. (2013). ‘Promiscuous crowd of English Smatterers’: The ‘poor’in the colonial and nationalist discourse on education in India, 1835–1912. Contemporary Education Dialogue, 10(2), 223-248. https://doi.org/10.1177/09731849134850
Rao, P. V. (2013). ‘Promiscuous crowd of English Smatterers’: The ‘poor’in the colonial and nationalist discourse on education in India, 1835–1912. Contemporary Education Dialogue, 10(2), 223-248. https://doi.org/10.1177/09731849134850
Rao, P.V. (Ed) (2014) . New Perspectives in the History of Indian Education. New Delhi: Orient BlackSwan. https://orientblackswan.com/details?id=9788125063117
Rao, S. S (2013). Structural Exclusion in Everyday Institutional Life: Labelling of Stigmatised Groups in an IIT. In: Nambissan, G B. and S. Srinivasa Rao (Eds.). Sociology of Education in India: Changing Contours and Emerging Concerns, Delhi: Oxford University Press, pp. 199 – 223. https://doi.org/10.1093/acprof:oso/9780198082866.001.0001
Rao, S. S. (2010). Between the Ethnic and the Market Agendas: Impact of Affirmative Action and Neoliberal Reforms on Malaysian Higher Education. Contemporary Education Dialogue, 7(2), 193-224. https://doi.org/10.1177/0973184913411210
Sadgopal, A. (2010). Right to education vs. right to education act. Social Scientist, 38(9/12), 17-50.
Sancho, D. (2012). ’Ego’, morality and sophistication: The making of the Indian cosmopolitan person among urban youth in Kerala. The South Asianist Journal, 1(2). http://www.southasianist.ed.ac.uk/article/view/55
Sarangapani, P. M. (2010). Comparative Education Research in India. Journal of Educational Planning and Administration, 24(4), 8. http://niepa.ac.in/New/download/Publications/JEPA_(15%20years)/JEPA%202010_Vol-24%20(1-4)/JEPA_OCT-2010-VOL24_4%20Final.pdf#page=15
Sarangapani, P. M. (2011). Soft disciplines and hard battles. Contemporary Education Dialogue, 8(1), 67-84. https://doi.org/10.1177/097318491000800104
Sarangapani, P. M. (2014). Knowledge, curricula, and teaching methods: the case of India. Revue internationale d’éducation de Sèvres. https://doi.org/10.4000/ries.3851
Sarangapani, P. M. (2014). Three challenges facing Indian school science education. Science education: Few takers for innovation, 32-35. http://www.esocialsciences.org/eSS_essay/Science_education/Three%20Challenges%20Facing%20India_Sarangapani.pdf
Sarangapani, P. M., Jain, M., Mukhopadhyay, R., & Winch, C. (2013). Baseline survey of the school scenario in some states in the context of RTE: study of educational quality, school management, and teachers Andhra Pradesh, Delhi and west Bengal. https://publications.azimpremjiuniversity.edu.in/247/
Shah, C. (2012). From numbers to structures: Navigating the complex terrains of science, education and feminism. Contemporary Education Dialogue, 9(2), 145-171.https://doi.org/10.1177/09731849120090020
Singh, A.K. (2013). Defying the Odds: The Triumphs and Tragedies of Dalit and Adivasi Students in Higher Education. In: S. Deshpande and U. Zacharias (Eds.). Beyond Inclusion: The Practice of Equal Access in Indian Higher Education. New Delhi: Routledge. ISBN: 97804145832076.
Thapan, M. (2013). Waiting for change–Enduring educational outcomes. Nordic Studies in Education, 33(2), 140-151. https://www.idunn.no/doi/abs/10.18261/ISSN1891-5949-2013-02-05
Thapan, M. (2014). Schooling, identity and citizenship education. In: M, Thapan (Ed.). Ethnographies of Schooling in Contemporary India, Sage Publication. ISBN: 9789351500872
Thapan, M. (Ed.). (2014). Ethnographies of schooling in contemporary India. New Delhi: Sage Publications India. https://us.sagepub.com/en-us/nam/book/ethnographies-schooling-contemporary-india
Thapliyal, N. (2012). Unacknowledged rights and unmet obligations: An analysis of the 2009 Indian Right to Education Act. Asia-Pacific Journal on Human Rights and the Law, 13(1), 65-90. https://brill.com/view/journals/aphu/13/1/article-p65_3.xml
Thapliyal, N. (2014). The struggle for public education : activist narratives from India. Postcolonial Directions in Education, 3(1), 122-159. https://www.um.edu.mt/library/oar/handle/123456789/19694
Thorat, S., & Neuman, K. S. (2012). Blocked by caste: Economic discrimination in modern India. Oxford University Press. https://global.oup.com/academic/product/blocked-by-caste-978019808169
Tilak, J. B. G. (2013). Higher education in India: In search of equality, quality and quantity. Orient BlackSwan.
Tirmare, Prabha (2013). Study of institutions of social work education and role of social work educators in developing indigenous knowledge [Doctoral Thesis, Tata Institute of Social Sciences]. dspace-tiss-edu.tiss.remotlog.com/jspui/handle/1/3442
Velaskar, P. (2010). Quality and inequality in Indian education: Some critical policy concerns. Contemporary education dialogue, 7(1), 58-93. https://doi.org/10.1177/0973184913411200
Velaskar, P. (2012). Education for Liberation: Ambedkar’s Thought and Dalit Women’s Perspectives. Contemporary Education Dialogue, 9(2), 245–271. https://doi.org/10.1177/097318491200900206
Velaskar, P. (2012). Education for liberation: Ambedkar’s thought and Dalit women’s perspectives. Contemporary Education Dialogue, 9(2), 245-271. https://doi.org/10.1177/097318491200900206
Velaskar, P. (2013). Reproduction, Contestation and the Struggle for a Just Education in India. In: S. Patel and T. Uys (Eds). Contemporary India and South Africa (pp. 181-199). Routledge India. https://doi.org/10.4324/9781315816272
Vidya, K. S., & Sarangapani, P. M. (2011). Is education news. Economic and Political Weekly, 46(42), 69-76. https://www.epw.in/journal/2011/42/notes/education-news.html
Wankhede, G. G. (2013). Caste and Social Discrimination: Nature, Forms and Consequences in Education. In: Nambissan, G B. and S. Srinivasa Rao (Eds.). Sociology of Education in India: Changing Contours and Emerging Concerns, Delhi: Oxford University Press, pp. 182-198.. https://doi.org/10.1093/acprof:oso/9780198082866.001.0001
Advani, S. (2009). Schooling the national imagination: Education, English, and the Indian modern. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198062752.001.0001
Ambikar, R. (2008). Communalization of education in india: An ethnography of vidya bharati schools in maharashtra [Doctoral Thesis,California Institute of Integral Studies). Available from ProQuest Dissertations & Theses Global. (304434846). Retrieved from https://www.proquest.com/dissertations-theses/communalization-education-india-ethnography-vidya/docview/304434846/se-2
Babu, S. (2007). Memory and mathematics in the Tamil tinnai schools of South India in the eighteenth and nineteenth centuries. The International Journal for the History of Mathematics Education, 2(1), 15-32. Accessed from: https://www.academia.edu/3694134/Memory_and_Mathematics_in_the_Tamil_tinnai_schools_of_South_India_in_the_Eighteenth_and_Nineteenth_Centuries
Batra, P. (2005). Voice and agency of teachers: Missing link in national curriculum framework 2005. Economic and Political Weekly, 4347-4356. https://www.jstor.org/stable/4417232
Benei, V. (2008). Schooling Passions: Nation, History, and Language in Contemporary Western India. Stanford.: Stanford University Press. ISBN: 978-0804759069
Benei, V. (2009). Schooling India: Hindus, Muslims, and the forging of citizens. Ranikhet: Permanent Black. ISBN: 978-8178242637
Chopra, R., & Jeffery, P. (Eds.). (2005). Educational regimes in contemporary India. New Delhi: Sage Publishing India. https://us.sagepub.com/en-us/nam/educational-regimes-in-contemporary-india/book228143
Das, Parna (2005). Education of the marginalised a study of the schooling of children of sex workers in Kolkata [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/17374
Deshpande, S. (2009). Inclusion versus excellence: Caste and the framing of fair access in Indian higher education. South African Review of Sociology, 40(1), 127-147. https://doi.org/10.1080/21528586.2009.10425104
Deshpande, S., & Zacharias, U. (Eds.). (2013). Beyond inclusion: the practice of equal access in Indian higher education. Routledge India. https://www.routledge.com/Beyond-Inclusion-The-Practice-of-Equal-Access-in-Indian-Higher-Education/Deshpande-Zacharias/p/book/9781138660342
Donner, H. (2005). Children are Capital, Grandchildren are Interest: Changing Educational Strategies and Kin-relations in Calcutta Middle-class Families. In: Jackie Assayag and Chris Fuller, eds. Globalizing India: Perspectives from Below. London: Anthem Press, pp. 119-139. ISBN 978-1843311959
Ellis, C. (2009). Education for all: Reassessing the historiography of education in colonial India. History Compass, 7(2), 363-375. https://doi.org/10.1111/j.1478-0542.2008.00564.x
Froerer, P. (2006). Emphasizing ‘Others’: the emergence of Hindu nationalism in a central Indian tribal community. Journal of the Royal Anthropological Institute, 12(1), 39-59. https://doi.org/10.1111/j.1467-9655.2006.00280.x
Froerer, P. (2007). Disciplining the Saffron Way: Moral Education and the Hindu Rashtra. Modern Asian Studies, 41(5), 1033-1071. doi:10.1017/S0026749X06002587
Jain, R. (2005). Minority rights in education: Reflections on Article 30 of the Indian Constitution. Economic and Political Weekly, 40 (24). 2430-2437. https://www.jstor.org/stable/4416749
Jain, R., & Ram, P. (2005). Educational backwardness among the Muslims in India: A case of misrepresentation?. Religion, power and violence: Expression of politics in contemporary times, 248-78.
Jeffery, P., Jeffery, R., & Jeffery, C. (2007). From Sir Syed to Sachar: Muslims and Education in Rural Bijnor. Indian Journal of Secularism, 11(2), 1-35. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-106141
Jeffrey, C., Jeffery, P., & Jeffery, R. (2005). When schooling fails: Young men, education and low–caste politics in rural north India. Contributions to Indian sociology, 39(1), 1-38. https://doi.org/10.1177/006996670503900101
Jeffrey, C., Jeffery, P., & Jeffery, R. (2007). Degrees without freedom? Education, masculinities, and unemployment in north India. CA: Stanford University Press. Hardcover ISBN: 9780804757423
Jeffrey, C., Jeffery, R., & Jeffery, P. (2008). School and madrasah education: Gender and the strategies of Muslim young men in rural north India. Compare, 38(5), 581-593. https://doi.org/10.1080/03057920802351358
Khora, S. (2005). Continuing low literacy: The case of Orissa. Economic and political weekly, 928-930. https://www.jstor.org/stable/4416298
Khora, S. (2008). Teacher Motivation Role of Values and Social Support. The Indian Journal of Social Work, 69(1), 33-44. https://ijsw.tiss.edu/greenstone/collect/ijsw/index/assoc/HASH015e/bbb09408.dir/doc.pdf
Kumar, K. (2005). Political agenda of education: A study of colonialist and nationalist ideas. SAGE Publications India. ISBN: 9788132103424 https://www.arvindguptatoys.com/arvindgupta/pol-agenda-kk.pdf
Kumar, K. (2005). Quality of Education at the Beginning of the 21st Century: Lessons from India. Indian Educational Review, 40(1), 3-28. https://unesdoc.unesco.org/ark:/48223/pf0000146663
Kumar, K. (2008). Partners in education?. Economic and Political Weekly, 43 (3). pp. 8-11. https://www.jstor.org/stable/40276915
Manjrekar, N. (2005). Gender and Social Equity in Primary Education: Hierarchies of Access. Contemporary Education Dialogue, 2(2), 245-249. https://doi.org/10.1177/097318490500200206
Manjrekar, N. (2007). Ideal child in the ideal nation: Gender, class and work in a school lesson. EMIGRA working papers, (62), 0001-11. Accessed from https://core.ac.uk/download/pdf/13322135.pdf
Manjrekar, N. (2007). Ideal child in the ideal nation: Gender, class and work in a school lesson. EMIGRA working papers, (62), 0001-11.https://ddd.uab.cat/record/98532 , ISSN 2013-3804
McClure, K. R. (2009). Madrasas and Pakistan’s education agenda: Western media misrepresentation and policy recommendations. International Journal of Educational Development, 29(4), 334-341.https://doi.org/10.1016/j.ijedudev.2009.01.003
Mooij, J. (2007). Is there an Indian policy process? An investigation into two social policy processes. Social Policy & Administration, 41(4), 323-338.
Nambissan, G. B. (2005). Integrating gender concerns. Changing English, 12(2), 191-199. https://doi.org/10.1080/13586840500163948
Nambissan, G. B. (2009). The Indian middle classes and educational advantage: Family strategies and practices. In The Routledge international handbook of the sociology of education (pp. 285-295). Routledge. ISBN: 9780203863701
Nambissan, G.B. (2007). Exclusion, Inclusion and Education: Perspectives and Experiences of Dalit Children. Indian Institute of Dalit Studies Working Paper, New Delhi. https://www.dalitstudies.org.in/research/completed-projects/exclusion-inclusion-and-education-perspectives-and-experiences-of-dalit-children/
Pernau, M. (Ed) (2006). The Delhi College: Traditional Elites, the Colonial State, and Education before 1857. Oxford University Press. ISBN: 9780195677232
Rao, P. V. (2007). Women’s Education and the Nationalist Response in Western India: Part I—Basic Education. Indian Journal of Gender Studies, 14(2), 307-316. https://doi.org/10.1177/097152150701400206
Rao, S. S. (2006). Engineering and Technology Education in India. Educational Planning and Administration, 20(2), 205-225. http://www.niepa.ac.in/New/download/Publications/JEPA_(15%20years)/JEPA%202006_Vol-20%20(1-4)/JEPA_APR-2006-VOL20_2%20Final.pdf#page=31
Rao, S. S. (2006). Primary Schooling among the Urban Poor: Perspectives from a Study of a Slum in Metropolitan Delhi. Facets of Urban Society in India: Processes, Problems and Development, Serials Publications, New Delhi, 207-21.
Rao, S. S. (2007). “Neglected Terrain in the Quest for Equality: Women in Elite Engineering and Technology Education in India”, in Tilak, J. B. G. (Ed.). Women’s Education and Development, Delhi: Gyan Publishers, pp. 187 – 212.
Rao, S. S. (2008). “Equality in Higher Education: The Impact of Affirmative Action Policies in India”, in Sukhadeo Thorat and Narender Kumar (Eds.). (2008). In Search of Inclusive Policy: Addressing Graded Inequality, Jaipur: Rawat Publishers, pp. 286 – 311. https://www.rawatbooks.com/sc-st/in-search-of-inclusive-policy-addressing-graded-inequality
Rao, S. S. (2008). India’s language debates and education of linguistic minorities. Economic and Political Weekly, 43 (36). 63-69. https://www.jstor.org/stable/40277928
Rao, S. S. (2009). Globalisation, affirmative action and higher education reforms in Malaysia: A tightrope walk between equality and excellence. The Asian Scholar, 5, 1-24. https://www.asianscholarship.org/asf/ejourn/articles/s_rao.pdf
Rao, S. S. (2009). The Schooling of Immigrant Children in Canada: A Critique of Multi-cultural Education,In: C.S. Raj & M. McAndrew, M. (Eds.). (2009). Multiculturalism: public policy and problem areas in Canada and India. Manak Publications. ISBN: 978-8178311845
Renold, L. (2005). A Hindu education: early years of the Banaras Hindu University. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195674835.001.0001
Rogers, M. (2008). Modernity,‘authenticity’, and ambivalence: subaltern masculinities on a South Indian college campus. Journal of the Royal Anthropological Institute, 14(1), 79-95. https://www.jstor.org/stable/20203585
Sarangapani, P. M. (2007). Re-evaluating constructivism and the NCF: An examination of the arguments. Contemporary Education Dialogue, 4(2), 238-242. https://doi.org/10.1177/0973184913411144
Sarangapani, P. M. (2009). Quality, feasibility and desirability of low cost private schooling. Economic and Political Weekly, 67-69. https://www.jstor.org/stable/25663709
Shareena Banu, C P (2007). Education and identity construction among muslims in Kerala: a study of select schools in Malappuram district [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/22146
Sharma, S. (2006). Empowering women or institutionalizing women’s agency: An ethnography of the mahila samakhaya education program for women in india [Doctoral Thesis, The University of Texas at Austin]. Available from ProQuest Dissertations & Theses Global. (304978948). Retrieved from https://www.proquest.com/dissertations-theses/empowering-women-institutionalizing-womens-agency/docview/304978948/se-2 q
Thapan, M (2006). Life at School: An Ethnographic Study. New Delhi: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195679649.001.0001
Thapan, M. (2006). ‘Docile’Bodies,’Good’Citizens or’Agential’Subjects? Pedagogy and Citizenship in Contemporary Society. Economic and Political Weekly, 41(39) 4195-4203. https://www.jstor.org/stable/4418762
Thapan, M. (2007). Education and the Purpose of Living: The Legacy of J. Krishnamurti. Contemporary Education Dialogue, 5(1), 64-77. https://doi.org/10.1177/0973184913411155
Thapan, M. (2009). Youth cultures and the making of citizens. Economic and Political Weekly, 44(18)10-13. https://www.jstor.org/stable/40278960
Tharu, S., Prasad, M. M., Pappu, R., & Satyanarayana, K. (2007). Reservations and the Return to Politics. Economic and Political Weekly, 42 (49). pp. 39-45. https://www.epw.in/journal/2007/49/perspectives/reservations-and-return-politics.html
Velaskar, P. (2005). Educational stratification, dominant ideology and the reproduction of disadvantage in India.In: S.M. Dahiwale (Ed.), Understanding Indian Society: The Non-Brahmanic Perspective. New Delhi: Rawat Publications, 196-220.ISBN: 978-8170338949
Velaskar, P. (2007). Caste, Gender and Education: Dalit Girls. Access to Schooling in Maharashtra’. In: J.B.G. Tilak (ed.), Women’s Education and Development. New Delhi: Gyan Publishing House.
Visweswaran, K., Witzel, M., Manjrekar, N., Bhog, D., & Chakravarti, U. (2009). The Hindutva view of history: Rewriting textbooks in India and the United States. Geo. J. Int’l Aff., 10, 101. https://heinonline.org/HOL/LandingPage?handle=hein.journals/geojaf10&div=17&id=&page=
Wankhede, G. G. (2005). Affirmative Actions and the Scheduled Castes: Access to Higher Education in India. In: Allen, W. R., Bonous-Hammarth, M., & Teranishi, R. (Eds.). Higher education in a global society: Achieving diversity, equity and excellence. Emerald Group Publishing Limited. ISBN: 978-0-76231-182-8
Wankhede, G. G. (2008). Accessing higher education: Affirmative action and structured inequality–The Indian experience. Social Change, 38(1), 31-51. https://doi.org/10.1177/004908570803800102
Wankhede, G. G., & Sengupta, A. (2005). Village education committees in West Bengal, India: Planned vision and beyond. International Journal of Educational Development, 25(5), 569-579. https://doi.org/10.1016/j.ijedudev.2005.03.005
Babra, P., & Nambissan, G. B. (2003). Classics with Commentary: John Dewey’s Experience and Education. Contemporary Education Dialogue, 1(1), 122-136. https://doi.org/10.1177/097318490300100106
Chandra, R. (2003). Encyclopaedia of education in South Asia: India (Volume 2). New Delhi: Gyan Publishing House.
Jeffery, P., Jeffery, R., & Jeffrey, C. (2004). Islamization, Gentrification and Domestication:‘A Girls’ Islamic Course’and Rural Muslims in Western Uttar Pradesh. Modern Asian Studies, 38(1), 1-53. https://doi.org/10.1017/S0026749X040010015
Jeffery, P., Jeffery, R., & Jeffrey, C. (2004). Islamization, Gentrification and Domestication:‘A Girls’ Islamic Course’ and Rural Muslims in Western Uttar Pradesh. Modern Asian Studies, 38(1), 1-53, DOI:10.1017/S0026749X04001015
Jeffrey, C., Jeffery, P., & Jeffery, R. (2004). “A Useless Thing!” or “Nectar of the Gods?” The cultural production of education and young men’s struggles for respect in liberalizing North India. Annals of the Association of American geographers, 94(4), 961-981, DOI: 10.1111/j.1467-8306.2004.00443.x
Jeffrey, C., Jeffery, R., & Jeffery, P. (2004), Degrees Without Freedom: Assessing the Social and Economic Impact of Formal Education on Dalit Young Men in North India” Development and Change 35 (5): 963-986. https://doi.org/10.1111/j.1467-7660.2004.00388.x
Kabeer, N., Nambissan, G. B., & Subrahmanian, R. (2003). Needs Versus Rights? Child Labour, Social Exclusion and the Challenge of Universalising Primary Education. Child labour and the right to education in South Asia: Needs versus rights. http://www.doccentre.net/docsweb/Education/Scanned_material/labour_analysis2.pdf
Kabeer, N., Nambissan, G., & Subrahmanian, R. (2003). Child labour and the right to education in South Asia: needs versus rights?. SAGE Publications Pvt. Ltd.ISBN: 978-0761996019
Kumar, K. (2001). Prejudice and pride: School histories of the freedom struggle in India and Pakistan. Viking Adult.
Kumar, K. (2004). What is worth teaching?. Orient Blackswan. ISBN: 9788125025221.
Kumar, K., & Sarangapani, P. M. (2004). History of the quality debate. Contemporary Education Dialogue, 2(1), 30-52. https://doi.org/10.1177/097318490400200103
Kumar, K., Priyam, M., & Saxena, S. (2001). Looking beyond the smokescreen: DPEP and primary education in India. Economic and Political Weekly 36I(7), 560-568. https://www.jstor.org/stable/4410292
Kumar, N. (2000). Lessons from schools: The history of education in Banaras. Sage Publications Pvt. Ltd.
Laura Ahearn. 2001. Invitations to Love: Literacy, Love letter and Social change in Nepal. Ann Arbor: University of Michigan Press. DOI: 10.3998/mpub.11264
Manjrekar, N. (2002). The National Curriculum Framework in Gujarat–Children’s Education in a Hindu Rashtra. Guild Fact Finding Mission Report, 169-170.
Manjrekar, N. (2003). Contemporary Challenges to Women’s Education: Towards an Elusive Goal?. Economic and Political Weekly, 4577-4582. https://www.jstor.org/stable/4414192
Nagaraju, G., & Haribabu, E. (2003). Periphery in the service of the centre: IT education and training in India, A case study of Andhra Pradesh. Journal of Educational Planning and Administration, 18 (3). Pp. 313- 328. http://www.niepa.ac.in/download/Publications/JEPA_(15%20years)/JEPA%202004_Vol-18%20(1-4)/JEPA_JUL-2004-VOL18_3%20Final.pdf
Nagaraju, G. (2003). Social differential and access: a study of private information technology education and training centres in Andhra Pradesh [Doctoral Thesis]. University of Hyderabad. http://hdl.handle.net/10603/1704
Nambissan, G. B. (2000). Identity, exclusion and the education of tribal communities. The Gender Gap in Basic Education: NGOs as Change Agents, New Delhi: Sage Publications, 175-224.
Nambissan, G. B. (2003). Educational deprivation and primary school provision: a study of providers in the city of Calcutta. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/3982
Nambissan, G. B., & Sedwal, M. (2002). Education for All. Indian Journal of Labour Economics, 42(3), 451-470. https://doccentre.net/docsweb/Education/Scanned_material/SC_Analysis.pdf
Pappu, R. (2002). Constituting a Field: Women’s studies in higher education. Indian Journal of Gender Studies, 9(2), 221-234. https://doi.org/10.1177/097152150200900206
Pappu, R. (2004). Within the Edifice of Development: Education of Women in India. IDS Bulletin 35.4 Repositioning Feminisms in Development. https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/8523/IDSB_35_4_10.1111-j.1759-5436.2004.tb00152.x.pdf?sequence=1
Ramachandran, V. (Ed.). (2004). Gender and social equity in primary education: Hierarchies of access. SAGE Publications India. https://us.sagepub.com/en-us/nam/gender-and-social-equity-in-primary-education/book227191
Rao, S. S. (2002). “Equality in Higher Education: The Impact of Affirmative Action Policies in India”, In: Edgar Beckham (ed.), Global Collaborations: The Role of Higher Education in Diverse Democracies, Washington D.C: Association of American Colleges and Universities, 2002, pp. 41 – 62. ISBN: 978-0911696912.
Rao, S. S. (2002). Dalits in education and workforce. Economic and Political Weekly, 37 (29). 2998-3000. https://www.jstor.org/stable/4412381
Sarangapani, P. M. (2003). Childhood and schooling in an Indian village. Childhood, 10(4), 403-418. https://doi.org/10.1177/090756820310400
Sarangapani, P. M. (2003). Constructing school knowledge: An ethnography of learning in an Indian village. Sage Publications Pvt. Ltd. https://us.sagepub.com/en-us/nam/constructing-school-knowledge/book225744
Sarangapani, P. M. (2003). Constructing school knowledge: An ethnography of learning in an Indian village. Sage Publications Pvt. Ltd.
Sarangapani, P. M. (2003). Indigenising curriculum: Questions posed by Baiga vidya. Comparative Education, 39(2), 199-209. https://doi.org/10.1080/03050060302552
Saraswathi, T. S., Manjrekar, N., & Pant, P. (2003). Education of adolescents in India. International perspectives on adolescence, 3, 343. ISBN: 978-1593110666
Tilak, J. B.G. (Ed.). (2003). Financing education in India: Current issues and changing perspectives. Ravi Books for National Institute of Educational Planning and Administration.
Wankhede, G. G. (2001). Educational inequalities among scheduled castes in Maharashtra. Economic and Political Weekly, 36 (18). 1553-1558. https://www.jstor.org/stable/4410580
Weisskopf, T. E. (2004). Affirmative action in the United States and India: A comparative perspective. Routledge.https://www.routledge.com/Affirmative-Action-in-the-United-States-and-India-A-Comparative-Perspective/Weisskopf/p/book/9780415771078
Xaxa, V. (2002). Ethnography of reservation in Delhi university. Economic and Political Weekly, 37I(28). 2849-2854.https://www.jstor.org/stable/4412348
Bhattacharya, S. (Ed.). (1998). The contested terrain: Perspectives on education in India. New Delhi: Orient BlackSwan.
Bourdieu, . & Passeron, J-C. (1990). Reproduction in Education, Society and Culture. SAGE Publications Ltd
Dyer, C. (1999) Researching the Implementation of Educational Policy: A Backward Mapping Approach. Comparative Education, Vol. 35, No. 1 (Mar., 1999), pp. 45-61
Jain, R. (1998). Pre-Primary Education: Maharashtra’s Initiative. Economic and Political Weekly, 33 (41). 2641-2644. https://www.jstor.org/stable/4407263
Joyappa, V. (1998). Voices from the field: The grassroots response to india’s national literacy initiatives [Doctoral Thesis, Northern Illinois University]. Available from ProQuest Dissertations & Theses Global; ProQuest One Literature. (304448422). Retrieved from https://www.proquest.com/dissertations-theses/voices-field-grassroots-response-indias-national/docview/304448422/se-2
Klenk, R. M. (1999). Educating activists: Gender, modernity, and development in north india [Doctoral Thesis, University of Washington]. Available from ProQuest Dissertations & Theses Global. (304534173). Retrieved from https://www.proquest.com/dissertations-theses/educating-activists-gender-modernity-development/docview/304534173/se-2
Kumar, K. (1990). Hindu revivalism and education in North-Central India. Social Scientist, 4-26. https://doi.org/10.2307/3517376
Kumar, K. (1990). Quest for self-identity: Cultural consciousness and education in Hindi region, 1880-1950. Economic and Political Weekly, 25(23). 1247-1255. https://www.jstor.org/stable/4396377
Kumar, K. (1993). Literacy and primary education in India. Knowledge, culture and power: In: Anthony R. Welch, Peter Freebody ·(Eds.). International perspectives on literacy as policy and practice, 102-113. ISBN: 9781135386566
Kumar, K. (1996). Agricultural Modernisation and Education: contours of a point of departure. Economic and Political Weekly, 31 (35/37) 2367-2373. https://www.jstor.org/stable/4404558
Kumar, K. (1998). Education and society in post-independence India: Looking towards the future. Economic and Political Weekly, 33 (23) 1391-1396. https://www.jstor.org/stable/4406858
Kumar, K., (1996). Learning from conflict (pp. 64-65). New Delhi: Orient Longman.
Levinson, B.A., D.E. Foley, and D.C. Holland (eds) 1996. The Cultural Construction of the Educated Person: Critical Ethnographies of Schooling Practice. Albany: State University of New York. https://sunypress.edu/Books/T/The-Cultural-Production-of-the-Educated-Person
Nambissan, G. B. (1994). Language and schooling of tribal children: Issues related to medium of instruction. Economic and Political Weekly, 2747-2754. https://www.jstor.org/stable/4401912
Nambissan, G. B. (1996). Equity in education? Schooling of Dalit children in India. Economic and political weekly, 1011-1024.https://www.jstor.org/stable/4404063
Sarkar, T. (1994). Educating the children of the Hindu Rashtra: Notes on RSS schools. Comparative Studies of South Asia, Africa and the Middle East, 14(2), 10-15. https://doi.org/10.1215/07323867-14-2-10
Thapan, M. (1991). Sociology in India: A view from within. Economic and Political Weekly, 26 (19). 1229-1234. https://www.jstor.org/stable/41498320
Thapan, M. (1997). Linkages between culture, education and Women’s health in urban slums. Economic and Political Weekly, WS83-WS88. https://www.jstor.org/stable/4406011
Thapan, M. (Ed.). (1998). Anthropological journeys: Reflections on fieldwork. Orient Blackswan. ISBN: 9788125012214.
Velaskar, P. (1990). Unequal schooling as a factor in the reproduction of social inequality in India. Sociological Bulletin, 39(1-2), 131-145. https://doi.org/10.1177/0038022919900108
Velaskar, P. (1998). Ideology, education and the political struggle for liberation: Change and challenge among the Dalits of Maharashtra. In: R. Kaul, S.Shukla (Eds). Education, development and underdevelopment, 210-240. iSBN: 9780761992226.
Velaskar, P., & Wankhede, G. G. (1996). From Old Stigma to New… exploring the changing identity of urban educated dalits. Indian Journal of Social Work, 57, 115-134.https://ijsw.tiss.edu/collect/ijsw/import/vol.57/no.1/115-134.pdf
Wankhede, G. G. (1998). Intracaste Educational Variations Among the Scheduled Castes of Mumbai Metropolis. Prepared for Board of Research Studies, Tata Institute of Social Sciences, Mumbai.
Wankhede, G. G. (1999). Social and educational problems of scheduled castes: Some critical insights. Indian Journal of Social Work, 60, 399-418. https://ijsw.tiss.edu/greenstone/collect/ijsw/index/assoc/HASH018b/af5065e9.dir/doc.pdf
Haq, Ehsanul (1975). Education and politicization: an analysis of the sources and consequences [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/20223
Henriques, J., & Wankhede, G. G. (1985). One Step Forward, Yet Two Steps Behind: A Study of Wastage and Stagnation in Education of Scheduled Castes and Scheduled Tribes in Maharashtra. Unit for Research in the Sociology of Education, Tata Institute of Social Sciences.
Kidd, R., & Kumar, K. (1981). Co-opting Freire: a critical analysis of pseudo-Freirean adult education. Economic and Political Weekly, 16(1/2). 27-36. https://www.jstor.org/stable/4369408
Kumar, K. (1983). Educational experience of scheduled castes and tribes. Economic and Political Weekly, 1566-1572. https://www.jstor.org/stable/4372479
Kumar, K. (1985). Reproduction or change? Education and elites in India. Economic and Political Weekly 20 (30) , 1280-1284. https://www.jstor.org/stable/4374640
Kumar, K. (1986). Textbooks and educational culture. Economic and Political weekly, 21 (30) 1309-1311. https://www.jstor.org/stable/4375939
Kumar, K. (1988). Origins of India’s” textbook culture”. Comparative Education Review, 32(4), 452-464. https://www.journals.uchicago.edu/doi/abs/10.1086/446796
Kumar, K. (1989). Colonial citizen as an educational ideal. Economic and Political Weekly, 24 (4), PE45-PE51. https://www.jstor.org/stable/4394308
Lieten, G. K. (1977). Education, ideology and politics in Kerala 1957-59. Social Scientist, 3-21.
Nambissan, G. B., & Batra, P. (1989). Equity and excellence: Issues in Indian education. Social Scientist, 56-73.https://doi.org/10.2307/3517205
Rajalakshmi, R (1984). A study of the social, economic and political aspects of the growth of higher education of women in the Madras presidency, 1921-1947 [Doctoral Thesis, Jawaharlal Nehru University]. http://hdl.handle.net/10603/14483
Rosenthal, D. B. (1974). Educational Politics and Public Policymaking in Maharashtra, India. Comparative Education Review, 18(1), 79-95.
Saldhana, D., Velaskar, P., Altbach, P. G., & Suma, C. (1993). Institutions of Higher Education and Extension: The Case of Adult Education’. In: P.G. Altbach, S. Chitnis (Eds). Higher Education Reform in India, Experience and Perspectives, 276-308. Sage Publications. ISBN: 9788170363378.
Thapan, M. (1986). Aspects of ritual in a school in south India. Contributions to Indian sociology, 20(2), 199-219. https://doi.org/10.1177/006996686020002003
Thapan, M. (1986). Forms of discourse: A typology of teachers and commitment. British journal of sociology of education, 7(4), 415-431. https://doi.org/10.1080/0142569860070405
Thapan, M. (1986). Lifting the veils: fieldwork in a public school in South India. Economic and Political Weekly, 21 (49), 2133-2139. https://www.jstor.org/stable/4376416
Thapan, M. (1988). Some aspects of cultural reproduction and pedagogic communication. Economic and Political Weekly, 23 (12), 592-596. https://www.jstor.org/stable/4378267