Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India

Cover
Contents
List of Figures
Acknowledgements
Permissions
Abbreviations
Introduction: We Are the Stories We Tell
1. Critical Education for Critical Times
	Education and Ideology 
	Education and Critical Consciousness
	Dangerous Education for Dangerous Times: A Case for Critical Consciousness and Social Justice Education in the Early Years
	Who Are the Children Living on the Street?
	Why Research with Young Children Living on the Street?
	Mumbai, India: The Research Context
		India
		Mumbai
	Central Research Questions
	Transparency: The Researcher as a Human Instrument
		My Story
		The Importance of a Book on Critical Consciousness and Social Justice in the Early Years 
	Book Structure
2. Theory for Knowing and Changing the System
	Critical Pedagogy: What Is It? Where Did It Come from? 
	Critical Pedagogy and the Purpose of Education
	Knowing the System 
		Characteristics of Critical Pedagogy
		Education Is Political
		Ideology
		Hegemony
		Historicity of Knowledge
		Regimes of Truth
		Micropractices of Power
		Developmentally Appropriate Practices
		Political Economy
		Culture, Race and Gender
	Changing the System
		Resistance and Counter-hegemonic Discourses
		Resistance Theory
		Critiques of Resistance Theory
		Ideological Critique
		Critical Consciousness
		Praxis
		Dialogue and Problem-Posing Education
		Repositioning
	Critiques of Critical Pedagogy
	Justifying the Use of Critical Pedagogy to the Research Reported on in This Book
		Critical Pedagogy and the Indian Context
	Conclusion
3. Critical Consciousness and Social Justice in Early Childhood
	Literature Review Search Methods and Inclusion Criteria
	Understanding Critical Consciousness
	Understanding Social Justice
	Critical Social Justice
	Interconnected Understandings: Social Justice and Critical Consciousness
	Education for Critical Consciousness 
		Community-Based Approaches to Developing Critical Consciousness
		Adult Education for Critical Consciousness
		Research with Pre-service Teachers 
		Research with Teachers
	Critical Consciousness for Education with Children
		Early Childhood Contexts
	Gaps in the Literature and the Current Study
	Conclusion
4. Researching with Young Children Living on the Streets
	The Mosaic Approach
		Pieces of the Mosaic
		Critiques of the Mosaic Approach
		Using the Mosaic Approach in This Study
	Ethical Considerations
		Informed Consent
		Power Relations and Imbalances
		Sensitive Information, Confidentiality and Privacy
	Research Context: The Centre and the Streets
	Participant Selection and Recruitment
	Participants 
	Data Collection
		Observations and Field Notes
		Dialogue and Informal Conversation
		Drawing and Storytelling 
		Child-Led Photography and Tours
	Data Analysis
	Rigour and Credibility
		Triangulation
		Reflexivity
		Voice and Collaboration
		Prolonged Engagement in the Field 
	Limitations
	Conclusion
5. The Indian Context
	Why Is a Chapter on the Indian Context Necessary? 
	Framing the Historical Analysis
	Colonisation
	Ideology
	Civil and Criminal Justice System
	Slavery
	Independence and the Partition
	Modern Republic of India
	Religion
		Hinduism and the Caste System
		Christianity in India
		Muslims in India
		Religious Riots and Terrorism
	Political and Socio-economic Structures
	Symbolic Violence and the Treatment of Women
		Female Infanticide
		Child Marriage
		Educational Inequality and Exclusion on the Basis of Gender
	Education Systems in India
		Early Childhood Provisions 
		Primary School Systems
	Mumbai
	Children Living on the Streets in Mumbai
		Prevalence 
		Causes
		Education 
		Economic Activity
		Challenges
		Support Mechanisms
	Re-meeting the Complex Interplay of History, Economics, Politics and Society: Educational Contexts, Children Living on the Streets and This Research
	Conclusion 
6. The Stories We Tell
	Using Resistance Theory
	Profile of Participants
		Akbar,2 Male, 7.5 Years Old
		Arav, Male, 4.5 Years Old
		Bhijali, Female, 3.5 Years Old
		Birbal, Male, 7 Years Old
		Krish, Male, 4.5 Years Old
		Payal, Female, 5 Years Old
		Rani, Female, 7 Years Old
		Rathore, Male, 8 Years Old
		Sonakshi, Female, 4 Years Old
		Tara, Female, 4.5 Years Old
	Children’s Lived Experiences and Perspectives
	Conformist Resistance
		Learning English
		Belief in the System of Education
		Caretaking
	Self-defeating Resistance
		Apathy and Self-soothing 
		Self-deprecating and Destructive Behaviours
		Systematic Understanding and Critique
		Obedience and Underlife
	Transformative Resistance
		Aspirations and Plans to ‘Be Someone’
		Creative Problem Solving
		Ensuring Fairness
		Speaking Out
		Helping and Teaching Others Social Justice
	Dignity Work
	Conclusion
7. Resistance for Social Justice and Critical Consciousness
	Language Hierarchies, Neoliberal and Developmental Discourses: Divide and Rule
		Language Hierarchies and Neoliberal Discourses
		Developmental Discourses and Micropractices of Power
	Resistant Behaviour as Communication
		Resistance as a Communication of Self-defence and Agency
		Resistance as a Communication of the Desire for Social Justice and Listening
	Underlife Resistance, Dignity and the Pedagogy of Indignation
	Policy Implications
	Research Implications
	Practice Implications
	Limitations and Further Research Suggestions
	Conclusion
8. Summary: If Gandhi was a Child in Your Classroom