"Degrees Without Freedom?" re-evaluates debates on education, modernity, and social change in contemporary development studies and anthropology. Education is widely imputed with the capacity to transform the prospects of the poor. But in the context of widespread unemployment in rural north India, it is better understood as a contradictory resource, providing marginalized youth with certain freedoms but also drawing them more tightly into systems of inequality. The book advances this argument through detailed case studies of educated but unemployed or underemployed young men in rural western Uttar Pradesh. This book draws on fourteen months' ethnographic research with young men from middle caste Hindu, Muslim, and ex-Untouchable backgrounds. In addition to offering a new perspective on how education affects the rural poor in South Asia, "Degrees Without Freedom?" includes in-depth reflection on the politics of modernity, changing rural masculinities, and caste and communal politics.

Through the voices of dozens of seasoned college faculty and junior and senior students, this book shares insights and practical examples on how a college campus can be "HIP"-utilizing high-impact educational practices widely and effectively. The book's strength is numerous hands-on examples about HIPs' implementation in and out of the classroom. HIPs have been proven to improve student learning, yet practical examples of their implementation are still few. This book fills that gap. Covering seven (sets of) HIPs, we ask such questions as: What do creative assignments based on active learning look like? How does one teach the "whole student?" How does and should student diversity affect teaching? The book is most beneficial to current and future instructors of college courses, especially those wanting to use more active learning pedagogies. It will also benefit university administrators and staff by identifying campus priorities, culture, and structure that support the effective implementation of HIPs. It makes the case for a campus-wide adoption of high-impact practices, across disciplines and in both academic and co-curricular life.

Through the voices of dozens of seasoned college faculty and junior and senior students, this book shares insights and practical examples on how a college campus can be "HIP"-utilizing high-impact educational practices widely and effectively. The book's strength is numerous hands-on examples about HIPs' implementation in and out of the classroom. HIPs have been proven to improve student learning, yet practical examples of their implementation are still few. This book fills that gap. Covering seven (sets of) HIPs, we ask such questions as: What do creative assignments based on active learning look like? How does one teach the "whole student?" How does and should student diversity affect teaching? The book is most beneficial to current and future instructors of college courses, especially those wanting to use more active learning pedagogies. It will also benefit university administrators and staff by identifying campus priorities, culture, and structure that support the effective implementation of HIPs. It makes the case for a campus-wide adoption of high-impact practices, across disciplines and in both academic and co-curricular life.

Roger Jeffery in this book has brought together 10 original, well-researched and well-written essays which bring to life the presence of India in the capital city of Scotland, Edinburgh. On the surface Edinburgh is a purely Scottish city: its 'India' past is not easily visible. Yet, from the late 17th century onwards, many of Edinburgh's young men and women were drawn to India. The city received back money and knowledge, sculpture and paintings, botanical specimens and even skulls! Colonel James Skinner, well-known for establishing Skinner's Horse, brought his sons to Edinburgh for their schooling. Though Sir Walter Scott visited India only in his imagination (and tried to stop his own sons going there) he crafted a dashing India tale involving Tipu Sultan. The money from India helped create Edinburgh's New Town, Edinburgh's internationally-renowned schools (whose former pupils careers ranged from tea-planters to Viceroys) and people who came to Edinburgh from India established Edinburgh's second women's medical college. There are many such hidden stories of Edinburgh's India connections. In this path-breaking book they are brought to life, using novel approaches to look at Edinburgh's past, to see it as an imperial city, a city for which India held a special place. Focusing on the interactions between individual lives, social networks and financial, material, cultural and social flows, leading experts from Edinburgh's history provide fascinating detail on how Edinburgh's links to India were formed and transformed. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka

This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development. Chapters 1, 6, 7 and 12 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution 4.0 license (Ch7) and Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Chs 1/ 6/ 12) available at https://www.taylorfrancis.com/books/e/9780429293467

This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development. Chapters 1, 6, 7 and 12 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution 4.0 license (Ch7) and Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Chs 1/ 6/ 12) available at https://www.taylorfrancis.com/books/e/9780429293467

"Degrees Without Freedom?" re-evaluates debates on education, modernity, and social change in contemporary development studies and anthropology. Education is widely imputed with the capacity to transform the prospects of the poor. But in the context of widespread unemployment in rural north India, it is better understood as a contradictory resource, providing marginalized youth with certain freedoms but also drawing them more tightly into systems of inequality. The book advances this argument through detailed case studies of educated but unemployed or underemployed young men in rural western Uttar Pradesh. This book draws on fourteen months' ethnographic research with young men from middle caste Hindu, Muslim, and ex-Untouchable backgrounds. In addition to offering a new perspective on how education affects the rural poor in South Asia, "Degrees Without Freedom?" includes in-depth reflection on the politics of modernity, changing rural masculinities, and caste and communal politics.

In this book, a study of the population processes of two castes in north India, the authors ask why fertility levels are higher among the Muslim Sheikhs than the Hindu Jats. They conclude that explanations can only partly be attributed to gender and religion, and that economic and political status is a defining factor. The book has implications for the understanding of population and politics in India generally, and will be invaluable to students of the region and anyone interested in the demography of developing countries.

Across the world, the conditions of childbirth are changing but not all in the same direction. Women in Western countries press for more home deliveries, and to confront some of the effects of the over-medicalisation of motherhood. Most developing countries, by contrast, promote deliveries in clinics and hospitals, and stigmatize women who deliver at home. Mobile phones and social media are pressed into service to identify high-risk mothers and to offer them pregnancy and delivery advice. All of the South Asian countries have been accused of neglecting childbirth and women's healthcare. The Millennium Development Goals (2000-2015) prompted important new Government schemes across South Asia, designed to address the issues of safe motherhood and childbirth. The Sustainable Development Goals (2015-2030) now mandate further efforts to reduce maternal and neo-natal mortality. This book illustrates the continuing paradoxes as well as the new challenges linked to childbirth in India, Pakistan, Bangladesh and Nepal. It brings together anthropologists, historians, and sociologists who reflect on the implications of these new schemes for women's own experiences.