Dr. Omprasad is a historian of science and education. His PhD from Jawaharlal Nehru University was on the trade union movement of scientists represented by the Association of Scientific Workers of India. His MPhil research was in the history of education and examined the beginnings of mining engineering education in colonial India. After his PhD he worked as a Post-Doc Fellow in a research project investigating the triangular relationship between State, Science and Civil Society in India from the 1970s-2010. He is currently co-editing a volume on Educational and Scientific Imaginaries in India. His research interests include social movements of science and scientists, dynamics of science society relationship, history of knowledge and the changing nature of the university.

• PhD, Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi, 2019

• M.A, Modern History, Jawaharlal Nehru University, 2011

• B.A, History, Loyola College, Chennai, 2008

• Dhruv Raina, Omprasad, Nayani Sarma. ‘Writing the History of Technology in South Asia: From the Colonial Age to the Digital Age’ in Liliane Hilaire-Pérez et. al. (eds) The Global History Of Techniques (19th To 21st Centuries), Brepols, 2022.

• Omprasad. 2014. ‘ATOMIC STATE: Big Science in Twentieth Century India by Jahnavi Phalkey, Seminar, 654, February (Book Review)

• Assistant Professor at the Indira Mahindra School of Education at Mahindra University: (2022- Present)

• Post-Doctoral Fellow, Gujrat Institute of Development Research, Ahmedabad (2020-2022)

Currently, Dr. Omprasad is involved in the preparation of a co-edited volume on the imaginaries of technical and scientific education in India. Building on the research carried out during his PhD and post-doctoral stint he is in the process of preparing journal articles for publication.

Others

Media Articles:

• “Why Have Govt’s S&T Policy Meetings Skipped Social Science, Humanities Scholars?”, The Wire, July 14 2020, https://science.thewire.in/politics/government/stip-2020-consultative-process-social-scientists/

Conferences and Workshops:

• “From ‘State Science’ to ‘Peoples Science’: Science Movements in Post-colonial India (1947-1980) in Panel on ‘International History and Radical Science Movements’ at the 10th Conference of European Society for History of Science 7th-10th September at Brussels, Belgium. (Paper Accepted but did not Participate)
• Presented Paper “Science and Solidarity: The Vigyan Karmee and the Quest for an ‘Afro-Asian Science’” at Conference titled ‘Revolutionary Papers: Counter Institutions, Politics, and Culture in Periodicals of the Global South’ held at University of Western Cape, Cape Town, South Africa from 28th April 2022 – 30th April 2022. https://revolutionarypapers.org/event/revolutionary-papers-counter-institutions-politics-and-culture-in-periodicals-of-the-global-south/
• Participated in Winter School on Global History, jointly organized by Max Weber Stiftung, German Historical Institute and Heidelberg Centre for Transcultural Studies on 16-21 February, 2020 at New Delhi.
• Presented Paper titled ‘Mining Education Programs In Colonial India: Towards the Emergence of A Discipline’ at Workshop on History of Science and Technology Education held at Jawaharlal Nehru University on 2-3 March, 2017.

Shikha is an Assistant Professor at the Indira Mahindra School of Education at Mahindra University, Hyderabad, India. She has been working in the area of mathematics teacher education. She is interested in the dialectics of research and practice, and how these can be used to inform and learn from practices. As part of her postdoctoral research, she worked on supporting secondary mathematics teachers in their knowledge of specific topics adapting the socio-cultural frameworks of learning. In her PhD research, she attempted to create a community of researchers and teachers to investigate and orchestrate responsive teaching that supports teachers in responding to contingent classroom situations. She has developed several courses for pre-service teacher education programmes; organized and conducted workshops for teachers, subject leads, school principals and education officers; and developed topic-specific modules through working with students and teachers. She has taught courses to undergraduate, postgraduate, doctoral students, and working professionals.

Her areas of interest include mathematics education, teacher education and professional development, responsive teaching, students’ thinking, teacher learning and reflections on theoretical frames.

• PhD in Science Education, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, India (2009-2021)
• Masters in Education (Elementary), Tata Institute of Social Sciences, Mumbai, India (2006-2008)
• Bachelors in Elementary Education, Jesus and Mary College, Delhi University, India (2002-2006)

Journals

• Takker, S., & Pournara, C. (2022). Knowledge demands placed on mathematics teachers by textbooks: Case of decimal fractions. Asian Journal for Mathematics Education, 1(3), 285-305. https://doi.org/10.1177/27527263221111569
• Takker, S. (2022). Making the structure visible: Using numeric equations to introduce algebraic equations, Learning and Teaching Mathematics, 33, 10-14.
• Pournara, C., Sanders, Y., & Takker, S. (2022). Learners’ errors with linear equations – and how to solve them!. Learning and Teaching Mathematics, 32, pp. 3-9. https://hdl.handle.net/10520/ejc-amesal_v2022_n32_a2

• Ratnayake, I., Takker, S., & Pournara, C. (2021). Breaking down and building up: Adapting diagrams to develop geometric reasoning. Learning and Teaching Mathematics, 31, pp. 10-15. https://hdl.handle.net/10520/ejc-amesal_v2021_n31_a3
• Takker, S., Masondo, W., & Pournara, C. (2021). Decompression and re-representation: Key ideas in teaching exponents. Learning and Teaching Mathematics,30, pp. 16-22. https://hdl.handle.net/10520/ejc-amesal-v2021-n30-a4

Book chapters

Teacher magazines

• Takker, S. (2020). Using mathematical knowticing to impact practice. Teacher Plus.
• Takker, S. (2020). Developing knowticing among mathematics teachers. Teacher Plus, May-June Issue, Azim Premji University. pp. 29-31.

Conference Proceedings

• Takker, S., Ratnayake, I., Pournara, C., & Adler, J. (2022). Framework for analysing secondary mathematics teachers’ development of geometric reasoning. In C. Fernandez, S. Llinares, A. Gutirrez, & N. Planas (eds.) Proceedings of the 45th Conference of the International group for the Psychology of Mathematics Education, Vol. 4, pp. 83-90, July 18-23, Spain: Universidad de Alicante.
• Mwadzaangati, L., Takker, S., & Adler, J. (2022). Teacher learning about exemplification in geometry through lesson study. In C. Fernandez, S. Llinares, A. Gutirrez, & N. Planas (eds.) Proceedings of the 45th Conference of the International group for the Psychology of Mathematics Education, Vol. 3, pp. 219-226, July 18-23, Spain: Universidad de Alicante.
• Pournara, C., & Takker, S. (2022). Numeric equations: A key step in solving the equation problem. In D. Chari & A. Gupta (eds.) Proceedings of Episteme 9: International Conference to Review Research in Science, Technology and Mathematics Education, July 04-08, pp. 362-369, India: Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research.
• Takker, S., Mwadzaangati, L., & Adler, J. (2022). Teachers’ knowledge of students’ thinking inferred from lesson plans in lesson study. In D. Chari & A. Gupta (eds.) Proceedings of Episteme 9: International Conference to Review Research in Science, Technology and Mathematics Education, July 04-08, pp. 397-405, India: Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research.
• Ratnayake, I., Takker, S., Pournara, C., & Adler, J. (2022). Developing tools to analyse teachers’ mathematical knowledge for teaching basic geometry. 12th Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano, Italy, 02 – 05 Feb 2022.
• Pournara, C., Adler, J., Takker, S., Mwadzaangaati, L., Ratnayake, I., & Planas, N. (2022). A framework for promoting geometric reasoning: Rationale, constitutive elements and initial applications. 30th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), South Africa, 18 – 20 Jan, 2022.

• Takker, S., Masondo, W. & Pournara, C. (2021). Using decompression and re-representation in constructing examples for exponents. In Z. Jojo & M. D. Plooy (Eds.), Proceedings of 26th Annual National Congress of the Association for Mathematics Education of South Africa: Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Vol. 2, pp. 100-104.
• Takker. S. & Subramaniam, K. (2021). Contingent moments in teacher-researcher collaboration. International Congress on Mathematics Education ICME 14.

• Takker, S. (2017). Challenges in dealing with social justice concerns in mathematics classrooms. In A. Chronaki (Eds.), Proceedings of the Ninth International Mathematics Education and Society Conference, pp. 936- 945, Volos: Greece
• Takker, S. (2017). Developing noticing in middle school mathematics teachers. Proceedings of Eighth Comparative Education Society International Conference: Criticality, Empathy and Welfare in Contemporary Educational Discourses, November 16-18, Jammu University.Takker, S. & Subramaniam, K. (2016). Changing teacher knowledge-in-practice: A case of decimal fractions. Proceedings of Thirteenth International Congress on Mathematics Education, Hamburg: Germany.

• Takker, S. (2015). Confluence of Research and Teaching: Case Study of a Mathematics Teacher. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. pp. 3269-3275, Prague: Czech Republic.
• Takker, S. (2015). Bridging the Gap Between Research & Teaching Through Sensitive Research Methodologies. Paper presented at Fifth Annual International Comparative Education Society of India on the theme Education, Politics and Social Change, Delhi University, Delhi: India, November 16-18, 2015.

• Assistant Professor at the Indira Mahindra School of Education at Mahindra University: (2023- Present)

• Assistant Professor, Tata Institute of Social Sciences, Hyderabad, India (2020-2021)
• Visiting Faculty, Tata Institute of Social Sciences, Mumbai, India (2012-2015, 2018-2020)
• Visiting Faculty, Tata Institute of Social Sciences, Hyderabad, India (2015-2018)
• Visiting Faculty, I am a teacher, Mumbai, India (2018-2020)
• School mathematics teacher, The Heritage School, Delhi (2006-2009)
• Research projects as part of postdoctoral research with Wits Maths Connect Secondary Project at University of Witwatersrand, South Africa (2021-2023)
  • Numeric equations teaching study: Design research
  • Theory-informed lesson study on geometry with secondary mathematics teachers
  • Research-based course on developing basic understanding of geometry

• Research project funded by Tata trusts (2018-2020)

• Research project on Understanding reverse school choice in rural Maharashtra funded by Tata Trusts
  • Academic coordinator, Tata Institute of Social Sciences, Mumbai, Design and development of pre-service teacher
    education programmes offered by (integrated BA-B.Ed, B.Ed, B.Ed-M.Ed)
  • Curriculum and Pedagogy Lead, Modak Inclusive communities, Development of the mathematics curriculum materials
    for K-12
  • Course Developer, Connected open online learning (COOL project), Collaboration of Tata Institute of Social
    Sciences and National Council of Teacher Education, Development of online courses for in-service teacher
    education
• Subject Lead, NEXT Education Private Limited, Development of mathematics textbooks

Post-doctoral research at Wits University, South Africa

• Numeric education teaching study: developing and testing materials for secondary school students and teachers of South Africa and India
• Developing understanding of basic geometry: a research-based course for secondary school mathematics teachers of South Africa
• Using lesson study to support Malawian secondary teachers’ learning of geometry

PhD research Investigating and supporting teachers’ knowledge of and responses to students’ mathematical thinking Pilot research projects for PhD

• Designing and teaching a research-based module on promoting algebraic thinking for Grade 6 and 7 students
• Investigating teachers’ knowledge of students’ thinking in proportional reasoning

Research guidance 8 MA Education dissertations

Prof. Shivali Tukdeo’s current research interests include education policy, education and urban transformations, institutional studies, and global educational reforms. Her preoccupations, especially over the past few years, include new policy regimes in education, large-scale transformations in India and their connections with education, and residential schools for the disadvantaged.

• PhD: Education Policy Studies, University of Illinois, Urbana Champaign

• M.Phil: Applied Linguistics. University of Hyderabad

• M.A: Deccan College Post Graduate and Research Institute, Pune

• B.A.: University of Pune

Books:

• Tukdeo, S. (2019) India Goes to School: Education Policy and Cultural Politics. Springer: New Delhi

Select Research Papers

• Tukdeo, S. and Mali, A. (2021) Urban Dislocations and the Politics of Access: Metro Colonies, Bengaluru. Education and the Urban in India. Vol. 14.Max Weber Stiftung. DOI 10.25360/01-2021- 00008
• Peters, M. A., Means, A. J., Ericson, D. P., Tukdeo, S., Bradley, J. P., Jackson, L., Mu, G. M., Luke, T.W., & Misiaszek, G. W. (2021). The China-Threat Discourse, trade, and the future of Asia. A symposium. Educational Philosophy and Theory, 1–21. https://doi.org/10.1080/00131857.2021.1897573

• Rizvi, F., Peters, M. A., Zembylas, M., Tukdeo, S., Mason, M., de Souza, L. M., Chengbing, W., Soudien, C., Lingard, B., Tarc, P., Tarc, A., Hughes, C., Bamberger, A., Zipin, L., & Rud, A. G. (2020). The long read: On the global relevance of the US elections. Educational Philosophy and Theory, 1–20. https://doi.org/10.1080/00131857.2020.1824784

• Tukdeo, S., Mali, A. and Kosambi, R. (2019) Spaces of Learning and Growth: A Review of Ashram Schools in Maharashtra. NIAS
• Salam, J., Kurup, A., and Tukdeo, S. (2019) Historical Developments, Policy Turns and Emerging Concerns in Vocational and Higher Education in India. NIAS

• Tukdeo, S. (2018) Beyond Deaths in Schools: Education, Knowledge Production and Adivasi Experience. Qualitative Research Journal, Vol. 18 No. 2, pp. 180-189.

• Tukdeo, S. (2015) Class Divided: Global Pressures, Domestic Pulls and a Fractured Education Policy in India. In Policy Futures in Education.Vol 13 (2): 205-218
• Tukdeo, S. and Babu, S. (2015) Teaching and Teachable Moments in the New Regime. Economic and Political Weekly. Vol. L. No. 2.

• Tukdeo, S. (2014) The Not-so-Hidden Power of Mobility and Education: Indian Diaspora, Knowledge Industries and the Development Imperatives. Journal of Diaspora Studies. Vol.7 (1)56-70.

• Tukdeo, S. (2012) Teacher Education in India. In Encyclopedia of International Education. (Eds. D. Ness and Chia-Ling Lin) New York: M.E. Sharp Inc.
• Veerabhadranaika, P., Kumaran, R.S., Tukdeo, S., Vasavi, A.R., (2012) ‘The Education Question’ from the Perspective of Adivasis: Conditions, Policies, and Structures. Bangalore: NIAS Report.

Book Chapters

• Tukdeo, S. (2015) Literacies and Power: Looking for Adivasi Voice in Education. In Kumar, A.K; Rustagi, P. and Subrahmanian, R. (Eds.) India’s Children: Essays in Social Policy. New Delhi: Oxford University Press.

• Tukdeo, S. (2010) The Power of P2P: Information Networks, Social Organizing and Educational Futures. In Peters and Britez (eds.) Open Education and Education for Openness. Boston, MA: Sense Publishing.

• Peters, M. and Tukdeo, S. (2009) Cultural Exchange, Study Abroad and Discourse of the Other. In Marginson, Murphy and Peters (eds) Global Creation: Space, Mobility and Synchrony in the Age of Knowledge Economy. New York: Peter Lang Publishing.

• Tukdeo, S. (2007). Mapping Resistance: Coca-Cola and the Struggle in Plachimada, India. In J. Harris (ed.), Alternative Globalizations (291-305). Chicago: Change Maker Publications.

Opinion Pieces

• Tukdeo, S., Singai, C. and Aiswarya T. (2021) New guidelines aim to make engineering education more inclusive – but may perpetuate inequalities. Scroll. https://scroll.in/article/990996/new-guidelines-aim-to-make-engineering-education-more-inclusive-but-may-perpetuate-inequalities

• Tukdeo, S. (2020) Re-centering our Public Schools: Education in Times of Covid-19.

• Kosambi, R., Mali, A., Tukdeo, S. (2018) Ashram School Sanhita: Need for a New Perspective. Sadhana, vol. 30: 15-23

• Tukdeo, S. (2016) Fifty Years of Kothari Commission Report. Countercurrentshttps://countercurrents.org/2016/08/50-years-of-kothari-commission-report/

• Tukdeo, S. (2014) Towards a Rational Literacy: Education and Beyond. Kafila. https://kafila.online/tag/shivali-tukdeo/
• Tukdeo, S. (2014) The Language of Choice. Indian Express. https://indianexpress.com/article/opinion/columns/the-language-of-choice/

Book Reviews

• Tukdeo, S. (2014) Complexity, Institutions and Public Policy. In Current Science. Vol. 196. No.7. Pp.1014-1015.

• Tukdeo, S. (2013) Universities at the Crossroads: In Contributions to Indian Sociology. Vol. 47 pp327- 330.

• Tukdeo, S. (2011) Education for Sustainable Development: Challenges, Strategies and Practices in a Globalized World. In Current Science. Vol. 98. No. 25.

• Tukdeo, S. (2008) The Crisis of Elementary Education in India (Kumar, 2006). In Educational Studies. Vol. (44:2) pp. 167-170.

• Prof. Shivali is currently a professor at the Indira Mahindra School of Education at Mahindra University. Her preoccupations, especially over the past few years, include new policy regimes in education, large-scale transformations in India and their connections with education, and residential schools for the disadvantaged.

• Shivali Tukdeo’s book, India Goes to School: Education Policy and Cultural Politics (2019) pays attention to the production and circulation of educational policy ideas in India as it investigates the shifts in overall educational goals. Tracing the policy positions from 19th century, my work looks at politics as well as governing of educational ideas, revisiting some of the long-standing debates on educational reforms, nationalism, social justice and development.
• Prof. Tukdeo has also spent considerable time researching Ashram schools (residential schools) in Maharashtra. As institutions, Ashram schools go back to early twentieth century and connect with alternative traditions of education. After independence as mass education became a priority, Ashram schools became important spaces for access and social mobility for the disadvantaged populations.
• Her more recent work is part of an international, inter-institutional research collaboration focusing on education and urban processes. As part of this collaboration, a series of working papers have been published and an edited book is forthcoming. https://perspectivia.net/receive/pnet_mods_00001041