Arundhati Bhattacharya
Interest and Expertise-
Lifelong learning, International organisations influencing higher education policy, globalization of higher ed.
Post-colonialism, indigenous education and identity. English language learning for non-natives.
Internationalization of higher education, international students, neoliberalism.
Qualitative Research, ethnography, empiricism and lived stories.
Co-founder of a Learning Institute imparting life skills in Calcutta, India.
Presently working on Doctorate in Higher Education Administration/policy.
Supervisors: Thyge Winter Jensen http://www.cese-europe.org/the-archive/5-past-presidents/305-professor-thyge-winther-jensen-1996-2000
Phone: 3094450618
Lifelong learning, International organisations influencing higher education policy, globalization of higher ed.
Post-colonialism, indigenous education and identity. English language learning for non-natives.
Internationalization of higher education, international students, neoliberalism.
Qualitative Research, ethnography, empiricism and lived stories.
Co-founder of a Learning Institute imparting life skills in Calcutta, India.
Presently working on Doctorate in Higher Education Administration/policy.
Supervisors: Thyge Winter Jensen http://www.cese-europe.org/the-archive/5-past-presidents/305-professor-thyge-winther-jensen-1996-2000
Phone: 3094450618
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Papers by Arundhati Bhattacharya
The educational sphere of the KS is changing its configuration and coming more and more under the vortex of economic need. The education policy of its members is also being guided by the Organisation of Economic Cooperation and Development (OECD), chiefly an economic organisation. (OECD,2007)
However, it is surprising when a developing and agrarian nation like India takes up the same challenge under the guidance of the National Knowledge Commission which wants to transform India into a KS. It wants changes in its educational policy which fits in with the KS concept though the circumstances which led to the development of KS in the West are not present in India. This essay focuses on the question whether India will be able to become a KS just by changing the education policy or is it looking towards a new model of KS altogether. In doing so it presents the UNESCO point of view which claims every society has the potential to become a KS. Finally, the essay looks at the ‘KS’ as a perception as well as a phenomenon and attempts to contextualize India in the KS argument.
Master Thesis by Arundhati Bhattacharya
Drafts by Arundhati Bhattacharya
This is a first draft/outline of the paper
The educational sphere of the KS is changing its configuration and coming more and more under the vortex of economic need. The education policy of its members is also being guided by the Organisation of Economic Cooperation and Development (OECD), chiefly an economic organisation. (OECD,2007)
However, it is surprising when a developing and agrarian nation like India takes up the same challenge under the guidance of the National Knowledge Commission which wants to transform India into a KS. It wants changes in its educational policy which fits in with the KS concept though the circumstances which led to the development of KS in the West are not present in India. This essay focuses on the question whether India will be able to become a KS just by changing the education policy or is it looking towards a new model of KS altogether. In doing so it presents the UNESCO point of view which claims every society has the potential to become a KS. Finally, the essay looks at the ‘KS’ as a perception as well as a phenomenon and attempts to contextualize India in the KS argument.
This is a first draft/outline of the paper