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Qualitative analysis of data obtained using clinical interviews and story-narratives revealed that, in terms of a developmental understanding, teachers paradoxically saw children as actively constructing knowledge from their environment, while being passively determined through unidirectional socialization and automatic/subconscious observational learning from their environment. As a social group, teachers gave childhood a subordinate status through processes of control, obedience and dependence. An ideology of vulnerability and incompetence was found to mediate and justify this. The study has implications for ongoing process of indigenization of psychology, teacher-thinking research in India and child- rights movement...
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