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Dr Ritesh Khunyakari

Associate Professor , Hyderabad campus

Chairperson - Azim Premji School of Education
Qualification

M.Sc. in Botany,
UGC - NET (Education),
Ph.D. in Science Education

I had early leanings towards studies and career in Sciences. I chose to do a Masters in Botany from Savitribai Phule Pune University (formerly known as University of Pune) and wanted to pursue a career in research and teaching. For about a year, I taught at Abasaheb Garware College, Pune. Subsequently, I pursued my doctorate in Science Education from the Homi Bhabha Centre for Science Education (HBCSE), Tata Institute of Fundamental Research, Mumbai. For a few months, I worked with the Science and Technology Park at University of Pune. I rejoined HBCSE as a Visiting (Post-doctoral) Fellow for a couple of years.

In 2011, I joined Tata Institute of Social Sciences, Hyderabad campus as a Faculty in Azim Premji School of Education. I enjoy been involved in a wide spectrum of activities which include developing courses (for Integrated BA in Social Sciences, BEd, MAEd, MPhil Programmes), teaching, research and development activities, and projects and activities involving collaboration with organisations and institutions.

My initiation into research in education began with my doctoral study in the area of Design and Technology (D&T) Education (details below).

Thesis title: Investigating middle school students' perceptions of technology and developing design and technology education units to study students' design productions (May 2009)

Thesis advisor: Late Prof. Chitra Natarajan, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai

I have been able to sustain my research interest in the field through way of small projects where ideas of D&T education units are developed and tried with different grade level of students.

Having moved from the discipline of Sciences to Science Education, I have keenly been working on several research ideas in Science Education. Along with my teaching, I have pursued research ideas that centre around probing students’ thinking of abstract science concepts in biology, visualisation and modelling of concepts in biology, alternative conceptions in biology and ideas that can inform teaching biology at school level. My continual association with the Junior Science Olympiad team as a resource person has enabled me to develop challenging questions in biology attracting attention and interest of students, develop practical skills and orientation in value of experiments, and develop interactive sessions around several concepts in school biology.

As a person involved in Education, I have expanded my field of research interest by closely aligning with the interests of scholars working towards their M.Phil. and Ph.D. degrees. The areas that we have ventured include: Practices in Art Education, Alternative conceptions in Geography, Teacher Professional Development, Assessment issues in learning, etc.

Includes writings in books (02), peer-reviewed journals (04), peer-reviewed conference proceedings (30), technical reports (03) and educational magazines (03).

In Books (02)

  1. Khunyakari, R. (2012) Making assessment a part of learning: Teacher educators design rubrics for their classrooms (pp43-55). In P. Sharma and C.G.V. Murthy (eds) Readings in Teacher Education: Preparation and Professional Development. Mysore: Regional Institute of Education.
  2. Mehrotra, S. and Khunyakari, R. (2007) Puppetry as a technology education unit (pp107-122). In Marc de Vries, et al (eds) Analyzing Best Practices in Technology Education. The Netherlands: Sense Publishers.

Peer reviewed Journals (04)

  1. Khunyakari, R. (2015) Experiences of Design-and-Make Interventions with Indian Middle School Students. Contemporary Education Dialogue, 12(2), 139-176. ISSN: 73-1849, Online ISSN: 2249-5320
  2. Takker, S. and Khunyakari, R. (2015) Re-imagining classrooms as spaces for learning and professional development of teachers and teacher educators. Voices of Teachers and Teacher Educators, 4(2), 47-53. Delhi: NCTE, MHRD, GoI. ISSN: 2455-1376.
  3. Mehrotra, S., Khunyakari, R., Natarajan, C. and Chunawala, S. (2009) Collaborative learning in technology education: D&T unit on puppetry in different Indian socio-cultural contexts. International Journal of Technology and Design Education, 19,1-14. ISSN: 0957-7572 (print version), ISSN: 1573-1804 (electronic version)
  4. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2007) Design and technology productions among middle school students: an Indian experience. International Journal of Technology and Design Education, 17, 5 – 22.ISSN: 0957-7572 (print version), ISSN: 1573-1804 (electronic version)

 
Peer-Reviewed Conference Proceedings (30)

  1. Khunyakari, R. and Takker, S. (2016) Learnings from meanderings into Design and Technology Experiences across contexts. Paper presented at the 7th Annual International Comparative Education Society of India on the theme Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
  2. Pendyala, Shravan Kumar and Khunyakari, R. (2016) Understanding visual art practices of middle school art teachers in Hyderabad. Paper presented at the 7th Annual International Comparative Education Society of India on the theme Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
  3. Singh, G. and Khunyakari, R. (2016) A comparative study of human digestive system as conceptualised within the National and the State Science textbooks. Paper presented at the 7th Annual International Comparative Education Society of India on the theme Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
  4. M. Pramod Kumar and Khunyakari, R. (2016) Harping the 'transformative intellect': What do in-service teachers' experiences of ICT tell? Paper presented at the International Conference on Developing Thinking and Learning with ICT: Changing Education for Future Needs organised by Dept. of Education, Osmania University, Hyderabad, May 29-30.
  5. Kendyala, BhagyaRekha and Khunyakari, R. (2016) What could assessments in Massive Open Online Courses (MOOCs) proffer? Insights from students' experience and engagement with MOOCs. Paper presented at the International Conference on Developing Thinking and Learning with ICT: Changing Education for Future Needs organised by Dept. of Education, Osmania University, Hyderabad, May 29-30.
  6. Kendyala, BhagyaRekha and Khunyakari, R. (2016) Drawing on the voices of students: Understanding MOOCs and its value for supporting learning. Paper presented in Breaking Boundaries: Interdisciplinarity, E-Learning and Universities without Walls. Project E-QUAL Second Academic Conference on Enhancing Quality, Access and Governance of Undergraduate Education in India organised by Jadavpur University, Kolkata, Jan 7-8.
  7. Khunyakari, R. and Takker, S. (2016). Understanding the centrality of teachers' epistemologies in shaping their professional identities. Paper accepted for 60th Annual Conference of the Comparative and International Education Society (CIES) at Vancouver, British Columbia, Canada during March 6-10. [Submitted but not presented & published]
  8. Khunyakari, R. and Takker, S. (2015) Contemplating issues related to teacher professional identity: Towards a conceptual framework. Paper presented at the 6th Annual International Comparative Education Society of India on the theme Education: Domination, Emancipation and Dignity hosted by Azim Premji University, Bengaluru, Dec 14-16.
  9. Khunyakari, R. (2014) Unleashing the understanding of child and childhood through cultural metaphors. Paper presented at the 5th Annual International Comparative Education Society of India on the theme Education, Politics and Social Change hosted by Delhi University, New Delhi.
  10. Khunyakari, R. and Takker, S. (2014) Examining views about nature of science to inform teaching undergraduate students in in an integrated programme in social sciences. In International Science Education Conference: Pushing the Boundaries. Singapore.
  11. Khunyakari, R. (2013). Using Observations from Classroom Practice to Mediate Teaching-Learning. epiSTEME-5: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 07-11.
  12. Khunyakari, R. (2011). Making assessment a part of learning: Teacher educators design rubrics for their classrooms. Proceedings of the National Seminar on Preparation and Professional Development of Teacher Educators, Regional Institute of Education, Mysore, Aug 23-25.
  13. Shome, S., Shastri, V., Khunyakari, R. and Natarajan, C. (2011) What do students learn from designing and making a playground model? PATT25/CRIPT8 Conference, London, July 1-5.
  14. Shastri, V., Khunyakari, R., Chunawala, S. and Natarajan, C. (2011) Thinking Through Design: Teachers explore a design and make task. Proceedings epiSTEME-4: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9. Macmillan Publishers India Ltd., pp 302-308. ISSN 10: 0230-33229-3, ISBN 13: 978-0230-33229-4.
  15. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2010) Implementing D&T Education in Indian Middle Schools: Lessons from trials. Proceedings “Designing for Children”: An International Conference. IDC, IIT Powai, Mumbai, Feb 02-06.
  16. Khunyakari, R., Sarangapani, P. and Khanna, S. (2010) Bringing Design into the Indian School Curriculum: Experiences and insights from a designers-teachers workshop. Proceedings “Designing for Children”: An International Conference. IDC, IIT Powai, Mumbai, Feb 02-06.
  17. Khunyakari, R., Mehrotra, S., Natarajan, C. and Chunawala, S. (2009) Studying Indian middle school students' attitudes towards technology. In K. Subramaniam & A. Mazumdar (Eds.). Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9, 2009. Macmillan Publishers India Ltd., pp 81-87. ISBN 10: 0230-63719-1, ISBN 13: 978-0230-63719-1.
  18. Mehrotra, S., Khunyakari, R., Chunawala, S. and Natarajan, C. (2009) Evidences of learning through collaboration in Design and Technology tasks in Indian classrooms. In K. Subramaniam & A. Mazumdar (Eds.). Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9. Macmillan Publishers India Ltd., pp 88-93. ISBN 10: 0230-63719-1, ISBN 13: 978-0230-63719-1.
  19. Gandhimathy, S., Khunyakari, R., and Natarajan, C. (2009) Middle school students’ knowledge about static and dynamic artefacts studied through their drawings and descriptions. In K. Subramaniam & A. Mazumdar (Eds.). Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9. Macmillan Publishers India Ltd., pp 101-107. ISBN 10: 0230-63719-1, ISBN 13: 978-0230-63719-1.
  20. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2007) Cognitive richness of the design and make activities. Paper presented at the National Conference on Science Education, organised jointly by the Atomic Energy Education Society, Homi Bhabha Centre for Science Education & Centre for Technology and Development, Dec 11-15.
  21. Ara, F., Khunyakari, R., and Natarajan, C. (2007) A study of middle school students' depictions of routes based on verbal descriptions and cues. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 141-145.
  22. Gandhimathy, S., Khunyakari, R., and Natarajan, C. (2007) Middle school students' depictions of static and dynamic objects and assemblies based on verbal descriptions and cues. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 146-151.
  23. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2007) Cognition in action in Design and Technology units among middle school students. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 126-131.
  24. Mehrotra, S., Khunyakari, R., Natarajan, C. and Chunawala, S. (2007) Dialogues in formal communication: A study of students' talk in a D&T unit in India. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 73-78.
  25. Khunyakari R., Chunawala S. and Natarajan C. (2007) Comparison of depictions by middle school students elicited in different contexts. In J. R. Dakers, W. J. Dow and M. J. de Vries (Eds.) Proceedings of PATT 18 – International Conference on Design and Technology Education Research: Teaching and Learning Technological Literacy in the Classroom, pp 392–399.
  26. Mehrotra, S., Khunyakari, R., Chunawala, S. and Natarajan C. (2007) Using pictures and interviews to elicit Indian students' understanding of technology. In J. R. Dakers, W. J. Dow and M. J. de Vries (Eds.) Proceedings of PATT 18 – International Conference on Design and Technology Education Research: Teaching and Learning Technological Literacy in the Classroom, pp 152–161.
  27. Khunyakari R., Mehrotra S., Natarajan C. and Chunawala S. (2006) Designing design tasks for Indian classrooms. In Marc de Vries & Ilja Mottier (Eds.) Proceedings of PATT-16: Conference Research for Standards-based technology education, 68th ITEA–16th PATT joint conferences at Baltimore, USA.
  28. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2004) Design as drawings: Analyzing drawings of middle school students in technology education tasks. In Proceedings epiSTEME-1: International Conference to Review Research in Science, Technology and Mathematics Education, pp 62 – 63.
  29. Mehrotra, S., Khunyakari, R., Natarajan, C. and Chunawala, S. (2004) Gendered communication in technology tasks: Glimpses of group interactions. In Proceedings epiSTEME-1: International Conference to Review Research in Science, Technology and Mathematics Education, p 120.
  30. Khunyakari, R., Mehrotra, S., Natarajan, C. and Chunawala, S. (2003) Ideas about “technology” among middle school students in Mumbai – preliminary analysis of a survey. In International Symposium on Social production of knowledge through diversity of expressive modes, multiple literacies and bi(multi)lingual relationships at J. P. Naik Centre for Education and Development, Indian Institute of Education, Pune, 05 – 07 March.


Technical Reports (03)

  1. Involved in the NID-TISS workshop on “Design in Curriculum” held at TISS, Mumbai during Nov 22 – 25, 2008 and helped in its documentation in the form a technical report.  
  2. Mehrotra, S., Khunyakari, R., Chunawala S. and Natarajan C. (2003) Using Posters to Understand Students’ Ideas about Science and Technology Technical Report No. 1, 2002-03, HBCSE, February 2003.
  3. Banerjee, R., Mehrotra S. and Khunyakari, R. (Eds.) (2002) Science Writing: Report on a course by Prof. H. C. Pradhan, Technical Report No. 6, 2001-02, HBCSE.

 

Educational Magazines (03)

  1. Khunyakari, R. and Takker, S. (2017). Challenging the notion of confined classrooms: Thinking of education beyond textbooks. The New Leam, Vol III, No.22-23, March- April, 23-27.
  2. Takker, S. and Khunyakari, R. (2016) Reimagining the learning landscape. Teacher Plus, 14(2), 42-45.
  3. Khunyakari, R. (2015). Re-thinking learning and assessment: Some concerns and prospects. Teacher Plus. July [ISSN: 0973-778]

Will be updated soon...

I have engage with teaching students at different levels in different capacities. The following present a detail of courses that I have been teaching at different levels:

MPhil-PhD: Introduction to Social Sciences and Educational Research; Education Theory and Research Methodology; Culture, context and cognition

MAEd: Human Development and Learning; Cognition and Learning; Teacher Professional Development; Design and Technology Education; Science Education – I

BASS: Introduction to life sciences, Education (a unit within this co-taught course)

School students: As part of Junior Science Olympiads and as a Resource person

Email: ritesh.k[at]tiss[dot]edu

Tata Institute of Social Sciences (TISS) | टाटा सामाजिक विज्ञान संस्थान |
Telangana State Institute of Panchayat Raj and Rural Development (TSIPARD) | तेलंगाना स्टेट पंचायती राज और ग्रामीण विकास संस्थान |
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Contact Office: +91 040 24017701/02/03

Email: ritesh.k@tiss.edu; riteshpk@gmail.com