Caging the Rainbow: The Effects of Center-Periphery Conflict on a Major Adult Education Program in India (Planning, Charisma, Bureaucracy)
Housholder, David Eugene
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https://hdl.handle.net/2142/68954
Description
Title
Caging the Rainbow: The Effects of Center-Periphery Conflict on a Major Adult Education Program in India (Planning, Charisma, Bureaucracy)
Author(s)
Housholder, David Eugene
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Adult and Continuing
Abstract
In October, 1978, the Government of India launched the National Adult Education Programme (NAEP) for 100 million illiterate adults ages 15 to 35. The program was intended, in five years, to provide 10-month courses in literacy as well as in the development of occupational skills and social awareness to the target population. That goal grew out of the Janata Government's charismatic vision of a renewed, restructured, and revolutionized India. Local implementation of the program was to be through the colleges and through voluntary agencies involved in adult education.
Similar, though more localized, purposes were envisioned by Service to Urban Poverty (SUP), a local voluntary agency which operated an NAEP center, and by the people of the basti (slum) in which SUP was working. In this dissertation a qualitative case study method was used to develop an analytic description of the NAEP, SUP, and basti visions as parts of a series of interacting visions, each having charismatic origins, each routinized in a different manner and then institutionalized in accordance with that manner of routinization, and each centered in a different group or institutional system. Edward Shils' concept of center and periphery was used as the basis for a discussion of the effects of centers, peripheries, charisma, and bureaucracy on the development of adult education programs.
Data, derived from interviews with adult education functionaries, observations of adult education programs in operation, and conferences of adult educators, were collected for this study by the author during a three and a half year residence in New Delhi, India.
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