Taking Archaeological Concepts outside the Social Science Class in Indian Schools
In Indian classrooms, social sciences receive disproportionately less attention than natural sciences and mathematics (Dahiya, 2003; Lall and House, 2005; Roy, 2017). History features within the social science textbooks in India, and is perceived as boring and uninteresting by school children (Roy,...
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| Formato: | article |
| Lenguaje: | EN |
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EXARC
2019
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| Acceso en línea: | https://doaj.org/article/0b8cd9423330444abed6af2e7297452f |
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| Sumario: | In Indian classrooms, social sciences receive disproportionately less attention than natural sciences and mathematics (Dahiya, 2003; Lall and House, 2005; Roy, 2017). History features within the social science textbooks in India, and is perceived as boring and uninteresting by school children (Roy, 2017; Dahiya, 2003); archaeology is taught as part of the history lessons and is most often not seen as different from history. |
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