Curricular materials in early language and literacy classrooms in Karnataka and Maharashtra

Menon, Shailaja and Thirumalai, Bindu (2026) Curricular materials in early language and literacy classrooms in Karnataka and Maharashtra. In: A World Full of Resources: An Exploration of TLR's Limitless Possibilities. Routledge, London, pp. 213-234. ISBN 9781003581505

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Abstract

The role of teaching learning materials (TLMs) or curricular materials (CMs) in pedagogic transaction of curriculum is highly contested in Western contexts, while it is rarely discussed in Indian contexts. While some educators in the West have argued that curricular materials ‘deskill’ teachers (Apple 1990), others have suggested that they represent scaled-up interventions (Ball and Cohen 1996) present in a large number of schools and classrooms, and therefore capable of influencing knowledge, beliefs and practices related to the given domain. Attempts at instructional reform in India and abroad have often targeted CMs, perhaps because they are relatively easier to change than deep-seated teacher beliefs and practices. However, if CMs are to impact instructional settings in more than superficial ways, we must conceptualise them as one amongst several components that need to be addressed simultaneously.

Item Type:	Book Section
Authors:	Menon, Shailaja and Thirumalai, Bindu
Editors:	Editors Email ORCID Nawani, Disha UNSPECIFIED UNSPECIFIED
Document Language:	Language English
Subjects:	Social sciences > Education > Teacher education Social sciences > Education > Curricula > Curriculum development
Divisions:	Azim Premji University - Bengaluru
Full Text Status:	None
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/7926
Publisher URL:	https://doi.org/10.4324/9781003581505-10

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