000			01817nam a2200157 4500
999			_c512226 _d512226
008			191115b ||||| |||| 00| 0 eng d
100			_aManiar, Vikas _913212
245			_aTowards a theory of schooling for good life in postcolonial societies
260			_bJournal of Human Values
300			_a25(3), Sep, 2019: p.166-176.
520			_aSchools often aim at creating opportunities for good life and at promoting a good society. Liberal theorization on schooling is premised on a functioning liberal democracy with a capitalist economy. However, postcolonial societies are characterized by poverty and inequality, cultural diversity, and an ongoing project of state and nation building. This challenges some of the foundational assumptions of liberal conceptions of schooling aimed at promoting good life and good society in postcolonial societies. Realization of good life through schools is shaped both by shaping of ‘consciousness, identities, and desires’ [Bernstein (2000, Pedagogy, symbolic control, and identity: Theory, research, critique, Lanhan, MD: Rowman & Littlefield)] and through imparting knowledge and skills that help realize these desires in particular contexts. These schooling practices have different influences on opportunities for good life in short, medium, and long terms in these societies. A conceptual model of schooling that addresses these complexities is key to understanding the processes that influence the opportunities for a pursuit of good life through schooling in postcolonial societies. Such a model could draw upon the existing theories of liberal schooling but would have to adapt them to respond to the contexts of postcolonial societies. - Reproduced.
650			_aEducation _913213
773			_aJournal of Human Values
906			_aSchool
942			_2ddc _cAR