Divergent Learning Methods
Call for Articles
Divergent Learning Methods
Concept Note and Call for Articles for E-QUAL News Issue 14 ( January 2017)
Send your submissions to: email@example.com by 20th January, 2017.
See below for details!
E-QUAL News: Bi-Monthly Online Newsletter-Magazine of EU-India Project E-QUAL :
According to a report published by the Ministry of Human Resource Development of India in 2013, it was noted that the average drop-out rate in students from class 1 to 10 was 49.3 % and this percentage was even higher for students belonging to the Scheduled Caste(SC) and Scheduled Tribe (ST) Categories. Besides being alarming, this statistics highlights how a gap exists in our established, normative teaching practices that not only fails to address the individual learning need but also does not take into account the socio-cultural matrix of a student, that might make it imperative for a teacher to adopt specific pedagogy or alternative paradigms of learning. Alternative Learning has occupied a critical discursive space in the history of education and has been enriched with the philosophy of thinkers belonging to multiple schools of thought like Rabindranath Tagore, Mahatma Gandhi, Ambedkar, Ivan Ilich, Paolo Freire, A.S. Neill and John Holt. In the recent period, Sugata Mitra’s experimentation of “Hole in the Wall” with its focus on the self-reliance of learners suggests how teachers have become redundant, a thesis that have been the subject of much criticism and furore. Borrowing from them but also nuancing their ideas, we would like to initiate an inquiry about alternative/parallel learning that might take the following questions into account: When does learning start becoming alternative/parallel? How does alternative/parallel learning create a space for resistance and subversion? Can alternative learning become hegemonic? In what ways can it become institutionalised? What is the economy that runs behind it? Is there any scope within “main-stream” education that allows it to become alternative/parallel? How can universities become sites of alternative/parallel learning?
In this issue of E-QUAL news, we invite research papers, articles, reports and reflections that fundamentally deal with alternative or parallel models of learning on the sub-themes mentioned below.The list is indicative but by no means exhaustive.
1) Vocational Education, Self-help groups and Community participation
2) Life-long learning and Adult education
3) Disability and pedagogy
4) Open and Distance learning
5) Parallel education and social conditioning
6) Learning from indigenous communities
7) Alternative/Parallel learning and the issue of credibility
8) Reconciling e-learning and university education
10) Gap-year and productivity
11) Interdisciplinary and intradisplinary student mobility
Following are the submission guidelines. Please note that all articles must abide by the submission guidelines.
1. All articles must have a title, author name and a designation of the author.
2. Maximum length for articles: 2500 words. Reflections can be shorter but should be of at minimum 800 words.
3. Acceptance and acknowledgement of articles is provisional and all articles will go through a process of internal review by faculty members before publication.
4. Text font: Garamond, Size: 11.
5. Heading Font - Heading 1, Font: Garamond. Size: 16, Colour: Black.
6. Articles may contain illustrative and relevant images. Images should be embedded within the original articles.
7. The articles should be accompanied by a photo (soft-copy) of the author in passport size.
8. Citation Rule: MLA in text style citation guidelines should be followed. Please check the latest citation style guidelines. Please do not use footnotes. Use end-notes only.
9. Please use references (websites, journals etc.) as and where applicable.
Please send your articles to the following email ID: firstname.lastname@example.org (with the heading "Submission for E-QUAL News January 2017 Issue")
For more details, please visit our websites: