The article discusses the significance of social-emotional learning in our classrooms.
The article delves deep into the need for rethinking digitalised teaching-learning in the age of information technology especially at a time when we are moving towards an extensive use of virtual classroom spaces.
The teacher plays a pivotal role in practicing critical classroom pedagogy, how can this practice be more democratised?
Children and teachers are busy using virtual applications to engage in academic pursuits but can a physical classroom with its vibrancy and energy ever be replaced?
Problems of accessibility and democratisation are part of the problem but there are bigger pedagogical reasons why a virtual classroom can’t take the place of a real one.
Online teaching may be a trend amid the lockdown but it is inaccessible to more than 25 million Pakistani children. Can it be a sustainable solution in a country with extensive economic disparity and a strong rich-poor divide?
Individuals have different potentials and standardized markers cannot determine their talents. We need a system of education that acknowledges and builds on the diverse ways in which individuals are gifted.
Dramatics as an important pedagogic tool helps revive the classroom space.
With the decadence of an informed and active studentship, the university space is fast losing its liberating character.
Low school attendance in the Valley in the aftermath of the abrogation of Article 370, is a serious concern.