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Decentralised Governance and Planning in Karnataka, India
Author: Anil Kumar Vaddiraju and Satyanarayana Sangita
Date Of Publication: May 2011
Isbn13: 978-1-4438-2866-6
Isbn: 1-4438-2866-1
The Indian Constitution provides local institutions with the status of local self-governments. The Constitutional status means that the local governments are on par with the Central and State governments. In that status they can plan for their economic and human development. This fact, however, is undermined in practice at the state/province level. The provision provided in the 74th Amendment Act of the Constitution for creating and activating District Planning Committees (DPCs) is the responsibility of the state governments. This often is also in contradiction with the interests of the realpolitik of the state level. Often DPCs are not constituted, and if constituted, they are dysfunctional. The creation of the institutions for local level independent planning and budgeting itself is a political process. This is the story not only in the backward states of India but also in states such as Karnataka that have historically been more progressive than other states with respect to local self-government. This book is a study of the Tumkur district in rural Karnataka. Karnataka is traditionally known as a state which championed the decentralisation process. The state is also known for the ‘Karnataka Model’ of development, wherein rural decentralisation combined with the advanced information and biotechnology led economic development process is supposed to constitute such a model. In that context this book examines the devolution process to local governments, the process of the integration of plans—rural with urban plans and different sectors with each other—and the implementation of district level plans. The book is a product of primary research in Karnataka, India and brings to light various aspects of decentralised planning in Karnataka that are instructive for the other Indian states as well as many developing countries where currently decentralised planning is implemented.
Dr Anil Kumar Vaddiraju and Dr Satyanarayana Sangita are faculty members in the Centre for Political Institutions, Governance and Development at the Institute for Social and Economic Change, Bangalore, Karnataka, India.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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