This article presents pedagogical reflections on the experience of teaching fiction about the partition of India with Pakistan and Bangladesh and its long-lasting effects on local communities, especially along the borders. It shows how the long drawn out political movement for identity and territory, including the violence and social divisions it…

In this article, the authors describe the outcomes of a workshop of pre- and in-service secondary school English teachers in New Delhi, India, working with a literature-based curriculum that required striking a balance between teaching the text or series of texts and creating opportunities for communicative interaction. The authors describe…

Divakaruni reflects on her path to becoming an author for children, including her formative encounters with stories told by her grandfather in her native India, and experiences as a mother and as an Indian woman in the post-9/11 context of the United States.

Discusses the use of reading frames in teaching "The Waste Land" in India. Suggests that there is nothing more exciting in the classroom than a reading frame that affords correlated, intertextual recognitions. (RS)

Describes the development and evaluation of new classroom materials, including a Class 1 textbook, teacher textbook, and eight supplementary readers, designed to teach children in India to read and write in Telugu. Notes that in schools using the new materials, children showed significant learning gains, and teachers and parents were highly…