Uma Pradhan – författare

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka.

Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students.

Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka.

Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students.

Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.

Imagining a better future is at the heart of development. But mainstream development models are driven by a very narrow, Western-centric set of ideas about what it means to be human. What could be possible if we let ourselves imagine differently?

As our world continues to evolve at breakneck speed and faces unprecedented crises—from the decaying environment to cascading inequality—the need for bold new directions for development has never been greater. Peter Sutoris and Uma Pradhan put a spotlight on the thought-provoking visions of leading theorists, activists and practitioners for rethinking development as a political project towards more equitable futures. Questioning top-down economic frameworks, they explore transformative ideas—from degrowth to indigenous knowledge—that may enable us to address the complexities of our rapidly changing global landscape. They consider how the world can chart a path towards reconciling the moral case for eradicating poverty with these critical perspectives to advance a more ethical approach, one that is sensitive to history, diversity, and the challenges and opportunities of this moment.

If development is to remain relevant today, it must reinvent itself—and finally listen to voices on the ground.