On the ideology and working of the Rishi Valley School, a co-educational, residential public school in Chittoor District of Andhra Pradesh, run by the Krishnamurti Foundation (India).
This is a book about embodiment and identity in the context of particular women’s lives in an urban setting. It is concerned with the development of a sociology of embodiment in the context of women’s lives in contemporary, urban India. The focus on embodiment is mediated by gender and class, two critical elements that constitute identity in relation to embodiment. The study is based on material collected from interviews with working class women in an urban slum and with professional, upper class women, with young women in secondary schools and from material from a women’s magazine.
Teacher, thinker, writer, and speaker, J. Krishnamurti (1895–1986) was an Indian educationist, spiritual leader, and key figure in world philosophy. He raised significant questions about the state of the world, about our tendency to remain passive, conditioned, and in a state of overwhelming confusion about how we relate to the world. Through talks and writings spread over many decades and geographical locations, he articulated an unconditioned, reflective approach which emphasised self-inquiry. This volume provides an understanding of Krishnamurti’s views on the human predicament in a disintegrating world, marked by conflict, divisions, wars, and climate change. It also examines his educational thought and its enormous potential for change. Krishnamurti argued that our minds are so conditioned that we are unable to look, listen, or learn without our prior knowledge that foregrounds the role of memory and time. He highlighted the need to work with young children, with a special focus on the school as the centrepiece of his perception for psychological development and educational excellence. It is within an educational setting that Krishnamurti hoped that the seeds for individual and social change will be catalysed. An introspective look at the life and legacy of an eminent twentieth century thinker, this volume will be of great interest to students and researchers of philosophy, education, religion and spirituality, South Asia studies, modern history, and the social sciences.
This book examines the migration of Indians (mainly from the Punjab region in north India) to parts of northern Italy, especially the Emilia-Romagna region. It analyzes the mobility patterns of migrants who occupy a niche in the labour market and unpacks the forward and backward linkages that migrants imagine, experience, and endure, not only in the context of the materiality of livelihood opportunities and income generation in Italy but also through affect, as potential immigrants and then as migrants, in a territorial and imagined space. The book unravels uncertainties and anxieties about identity among youth, women, and men through in-depth interviews. It also examines a reassertion of cultural tropes that portray identity in marked and vexed ways. The book brings a mutual recognition and acceptance of diversity, or its lack, in a European nation. It stands out for its nuanced ethnographic detail, its attention to the voices of youth and women, and exploration of their relationship with the host community. The book, therefore, is a must-read for everybody interested in a better understanding of migration and the culture of migration in different countries.
This is a book about embodiment and identity in the context of particular women’s lives in an urban setting. It is concerned with the development of a sociology of embodiment in the context of women’s lives in contemporary, urban India. The focus on embodiment is mediated by gender and class, two critical elements that constitute identity in relation to embodiment. The study is based on material collected from interviews with working class women in an urban slum and with professional, upper class women, with young women in secondary schools and from material from a women’s magazine.
Teacher, thinker, writer, and speaker, J. Krishnamurti (1895–1986) was an Indian educationist, spiritual leader, and key figure in world philosophy. He raised significant questions about the state of the world, about our tendency to remain passive, conditioned, and in a state of overwhelming confusion about how we relate to the world. Through talks and writings spread over many decades and geographical locations, he articulated an unconditioned, reflective approach which emphasised self-inquiry. This volume provides an understanding of Krishnamurti’s views on the human predicament in a disintegrating world, marked by conflict, divisions, wars, and climate change. It also examines his educational thought and its enormous potential for change. Krishnamurti argued that our minds are so conditioned that we are unable to look, listen, or learn without our prior knowledge that foregrounds the role of memory and time. He highlighted the need to work with young children, with a special focus on the school as the centrepiece of his perception for psychological development and educational excellence. It is within an educational setting that Krishnamurti hoped that the seeds for individual and social change will be catalysed. An introspective look at the life and legacy of an eminent twentieth century thinker, this volume will be of great interest to students and researchers of philosophy, education, religion and spirituality, South Asia studies, modern history, and the social sciences.
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