| 000 | 01722nam a22002775i 4500 | ||
|---|---|---|---|
| 001 | 23637762 | ||
| 003 | OSt | ||
| 005 | 20250128123527.0 | ||
| 008 | 240411s2024 nyu 000 0 eng | ||
| 010 | _a 2024936473 | ||
| 020 |
_a9780198914457 _q(hardback) |
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| 040 |
_aDLC _beng _erda _cIISERB |
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| 042 | _apcc | ||
| 082 |
_223 _a306.460954 H35G |
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| 100 | 1 |
_aHebbar N., Nandini. _931443 |
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| 245 | 1 | 0 |
_aGender, caste, and class in South India's technical institutions / _cNandini Hebbar N.. |
| 260 |
_aOxford: _bOxford University Press, _c2024. |
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| 263 | _a2404 | ||
| 300 | _a257p. | ||
| 490 | 0 | _aEducation and society south asia series | |
| 520 | _a"The introductory chapter examines how the immense social value placed on technical education as a viable route to a good life, respectable middle-class identity, and high status have contributed to a specific kind of subject-making on engineering campuses across Tamil Nadu. While enforcing a performativity of the acceptable in the social realm, the institutional structure also propagates a pedagogy that is uncritical and mechanically derived; a pedagogy that emphasizes application over criticism, and structure over individual. Though students are not simply 'interpellated' by this pedagogy and disciplinary framework in an Althusserian manner, it does have a role to play in crafting a distinct subjectivity and sense of self-worth. Even as students negotiate these institutional constraints, it has become an integral part of college life and the ways in which 'youth' is experienced"-- | ||
| 650 |
_aEducation, _vEngineering college. _931452 |
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| 906 |
_a0 _bibc _corignew _d2 _eepcn _f20 _gy-gencatlg |
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| 942 |
_2ddc _cBK |
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| 999 |
_c10659 _d10659 |
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