Shifting Landscapes

Geetha B. Nambissan retired as a professor from the Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi. Her research has focused on marginal groups in Indian society such as Dalits and Adivasis and the urban poor. She has also been interested in the social implications of increasing privatisation of education. Additionally, she is one of the associate editors of The Oxford Encyclopaedia of School Reform (2022). Nandini Manjrekar retired as a professor from the School of Education, Tata Institute of Social Sciences, Mumbai. Her teaching and research interests have been in the areas of gender studies and in sociology and social history of education. She has edited Gender and Education in India: A Reader (2021) and has also written on issues of gender and Indian schooling. She has been involved with various policy research projects on education in different parts of India. She has also worked on executive committees of the Comparative Education Society of India (CESI) and the Indian Association of Women's Studies (IAWS) and was joint editor of the journal Contemporary Education Dialogue. Shivali Tukdeo is a professor at Indira Mahindra School of Education, Mahindra University, Hyderabad. She is a scholar of education policy. The primary focus of her work has been the ways in which policy ideas are constructed, circulated and translated in diverse contexts. Her book India Goes to School: Education Policy and Cultural Politics (2019) looks at the entanglements of policy in recent decades as transnational and extra-national actors along with the state have become partners in producing and furthering policy agendas. Indra Sengupta is a senior research fellow and the head of the India Research Programme at the German Historical Institute London. She is a historian of knowledge practices in colonial contexts. She has jointly edited with Daud Ali the volume Knowledge Production, Pedagogy, and Institutions in Colonial India (2011).

• List of maps; Introduction: Education and the Changing Urban Geetha B. Nambissan, Nandini Manjrekar, Shivali Tukdeo and Indra Sengupta; Part I. City Histories and Educational Pasts: 1. Urbanising Uttarpara: Philanthropy, Improvement, Education c. 1846–1865 Akash Bhattacharya; 2. Schooling the Working Class: Public Education in Bombay's Mill District in the Early Twentieth Century Nandini Manjrekar; 3. At a Distance to the City: Jamia Millia Islamia's Foundational Years Margrit Pernau; Part II. Urban Transformations, Marginalities and Education: 4. The Changing Urban and Education in Delhi: Privilege and Exclusion in a Megacity Geetha B. Nambissan; 5. Relentless Stretching: Urban Transformation and Educational Inequality Shivali Tukdeo; 6. University and Urban Transformation: Reflections on an Education City in the National Capital Region Debarati Bagchi; Part III. Beyond the Metropolis: Urban Spaces, Education and Changing Aspirations: 7. Changing Urban Education Trends: Case Study of a 'Small Town' in Madhya Pradesh Sadhna Saxena; 8. 'Ours is a Semi-English Medium School': Schooling Aspirations and a Neighbourhood School in Banaras Nirmali Goswami; 9. Skills Training, Migration and Employment: The Case of Raichur in Northern Karnataka Supriya Roychowdhury and Vishaka V. Warrier; Part IV. Neighbourhoods, Minorities and the Politics of Education: 10. Marginalities, Education, and the Urban: A Study of a Muslim Neighbourhood in Kolkata Anasua Chatterjee; 11. Understanding Life and Education in an Urban 'Ghetto' Farah Farooqui; 12. Urban Marginalisation, Exclusion and Education: The Widows' Colony in Delhi Yamini Agarwal.

'Shifting Landscapes offers a powerful intervention in the growing global urbanisation resulting in new spatial formations. Through an indispensable conversation between education and urban studies, the volume opens up key axes for understanding processes that cut across the Global South. Its robust conceptual richness and multidisciplinary intermixing capture the changes that have occurred in India's educational and urban systems and the critical transformations that are reinforcing dynamics of inclusion–exclusion. Throughout the volume, the chapters weave together a story of the present, where the changing landscapes of education intersect with the complex forms that urban life takes. Using a range of methodological strategies, the volume delineates a genealogy of the urban and schooling in India that, amidst the whirlwinds of change, offers alternatives for imagining other educational futures.' Silvia Grinberg, Universidad Nacional de San Martín