2026

Sawhney, S. (2026). Stigmatisation of Hidden Disabilities in India: Teachers’ Perspectives of Inclusive School Communities for Dyslexic Learners. rEFLections, 33(2), 1127–1147. https://doi.org/10.61508/refl.v33i2.291957

Jabeen A., & Sawhney S. (2026). Invisible Twice: India’s Unjust and Inadequate Policy Response to Students with Specific Learning Disabilities and Borderline Intellectual Functioning. Indian Journal of Psychological Medicine, 0(0). DOI https://doi.org/10.1177/02537176261415587

Mehendale, A., Ramchand, M., & Sawhney, S. (2026). Competency framework for inclusive teacher education. Centre of Excellence in Teacher Education, School of Education, Tata Institute of Social Sciences. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://tiss.ac.in/uploads/files/PPP.pdf

M. Ramchand, S. Sawhney, & Sharma, P. (2025). Knowledge, Curriculum and Learning
Knowing Why We Teach, What We Teach and How We Learn. Routledge. Knowledge-Curriculum-and-Learning-Knowing-Why-We-Teach-What-We-Teach-and-How-We-Learn

Pappu, R. (2026). Quality education in Telangana schools: Current challenges and required policy responses (TISS Hyderabad Working Paper No. 01). Tata Institute of Social Sciences. https://tiss.ac.in/uploads/files/WP01_Rekha_Pappu.pdf

Sawhney, S., & Banerjee, S. (2026). Designing open educational resources (OERs) for social sciences with a focus on geography and economics (TISS Hyderabad Working Paper No. 05). Tata Institute of Social Sciences. https://tiss.ac.in/uploads/files/WP05_Sonia_Sawhney_Sourya_Banerjee.pdf

Sharma, R., Sawhney, S., Banerjee, S., & Bhadauria, S. (2026). Developing OERs for social sciences in resource-constrained settings: Role of adaptive SoPs in navigating challenges (TISS Hyderabad Working Paper No. 08). Tata Institute of Social Sciences. https://tiss.ac.in/uploads/files/WP08_Sharma_Sawhney_Banerjee_Bhadauria.pdf

Shikhu, L., & Sawhney, S. (2025). Parents’ Experiences of Inclusive Education for Their Children with Disability: A Phenomenological Study from Dimapur, Nagaland. Contemporary Education Dialogue, 0(0). DOI https://doi.org/10.1177/09731849251397719

Pappu, R. (2025). Girls Education in India. Entry in The Sage Encyclopedia of Education and Gender. Sage Publications, Inc. https://doi.org/10.4135/97810719266

Kaur, N., Navaneeth, C.S. & Khunyakari, R. (2025). Situated problem-solving mediated through a pedagogic module on biomimicry for engineering students. Int J Technol Des Educ. https://doi.org/10.1007/s10798-024-09957-8

Khunyakari, R., & Takker, S. (2025). Reflections on the vision of assessment in NEP 2020. Social Change, OnlineFirst, https://doi.org/10.1177/00490857241303293

Kharbanda, D., & Khunyakari, R. (2025). Analyzing Young Children’s Thinking on Design Problems Embedded in Story Contexts. Early Childhood Educ Journal, 53(1), 21–35. https://doi.org/10.1007/s10643-023-01551-2

2024

Pappu, R, Sayed, Y, Motala, S & Sarangapani, P (eds.). Southern African Review of Education. Special Issue: Researching, Teaching and Learning During Times of Crisis: Experiences of the Global South. 29(1), August, 2024. https://www.saches.co.za/special-issue-vol-291/ 

Pappu, R, Sayed, Y, Motala, S & Sarangapani, P (2024). Researching, Teaching and Learning During Times of Crisis: Experiences of the Global South. In Southern African Review of Education. 29(1), pp. 5-14

Pappu, R., & Sayed, Y. (2024). Education policymaking during the COVID-19 pandemic in India and South Africa: Implications for equity and quality. Southern African Review of Education, 29(1), pp 100-115.

Pappu, R. (2024). Gender, education and child labour: Reflections on ontological issues. In M.E. John, B. Lotz and E. Schombucher (eds.) Querying Childhood: Feminist Reframing. New Delhi: Routledge. DOI: 10.4324/9781003465256-9 

Pappu, R. (2024) Review of 'Labour class' children's schooling in urban India: A sociological account by Reva Yunus. Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2024.2377511 

Sayed, Y., Chandran, M., & Pappu, R. (2024). Education Policy Imaginary and Crises: The Case of EdTech and the COVID-19 Crisis. Contemporary Education Dialogue, 21(1), 135-142. https://doi.org/10.1177/09731849231206217.

2023

Kharbanda, D., & Khunyakari, R. (2023). Analyzing Young Children’s Thinking on Design Problems Embedded in Story Contexts. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01551-2

M. Ramchand, R. Khunyakari & A. Bose (Eds.) (2023). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? India: Routledge Taylor and Francis Group. International and South-Asian editions. DOI: 10.4324/9781003046059

Singh, G. & Khunyakari, R. (2023). Analysing scaffolds in learning systems concepts in school biology. Contemporary Education Dialogue, 20(1), 17-38. https://doi.org/10.1177/09731849221145748

2022

Khunyakari, R. (2022). Toys, Design and Technology: Intergenerational connects and embodied cultural practices. In Mishack T. Gumbo & P. John Williams (eds.). Indigenous Technology Knowledge Systems: Decolonizing the Technology Education Curriculum. Singapore: Springer Nature Pte Ltd.

Khunyakari, R. (2022). Enkindling “gestaltic” stimulation of knowledge encounters through perspectives in practice: Affordances of design-based concept learning. Design and Technology Education: An International Journal, 27(1), 154-161. https://ojs.lboro.ac.uk/DATE/article/view/3178

2021

Khunyakari, R. (2021). Tasks for mediating the process of knowing and learning to design and make. Techne Series A: Research in Sloyd Education and Craft Science, 28(2), 357-366. https://journals.oslomet.no/index.php/techneA/article/view/4336

Khunyakari, R. (2021). Cultural metaphors as means to contextualised understanding of child and childhood. Children & Society, 35(4), 613-629. https://onlinelibrary.wiley.com/doi/10.1111/chso.12457?af=R

P. M. Sarangapani, R. Pappu (eds.), (2021). Handbook of Education Systems in South Asia. Global Education Systems. Singapore: Springer, https://link.springer.com/referencework/10.1007/978-981-13-3309-5

Sarangapani, P.M, Pappu R. (2021). Education systems in South Asia: An Introduction. In P. M. Sarangapani, R. Pappu (eds.), Handbook of Education Systems in South Asia. Global Education Systems. Singapore: Springer, https://doi.org/10.1007/978-981-13-3309-5_77-1

2020

Joshi, P. K., Jain, Y., Khunyakari, R., & Basu, S. (2020). An Alternative Approach to Calculate Discriminative Index. GPG Journal of Science Education, 1(1), 24-37. http://www.gpglobalize.in/vol-1-july-sept2020.html

Khunyakari, R. (2020). Modelling in design-and-make: Synthesis of biological cell into a board game. In K. Mashood, T. Sengupta, C. Ursekar, H. Raval and S. Dutta (Eds.) Proceedings of epiSTEME-8: International Conference to Review Research in Science, Technology and Mathematics Education, 475-483, HBCSE, Jan 03-06. India, Mumbai: Gaurang Publishing Globalize Pvt. Ltd.

Pappu R. (2020). Gender Equity in Education: Changes and Challenges in South Asia. In P. M. Sarangapani, R. Pappu (eds.), Handbook of Education Systems in South Asia. Global Education Systems. Singapore: Springer, https://doi.org/10.1007/978-981-13-3309-5_35-1

Pappu R., Vasanta D. (2020).Child Labor and Education in South Asia. In P.M. Sarangapani, R.Pappu (Eds) Handbook of Education Systems in South Asia. Global Education Systems. Singapore: Springer, https://doi.org/10.1007/978-981-13-3309-5_73-1

2019

Karandikar, R. & Khunyakari, R. (2019). Experimental activities in the article, A Milky Way To Learn Biology. iWonder, 3, 43-46, Azim Premji University. https://azimpremjiuniversity.edu.in/publications/2019/magazine/iwonder-issue-3

Khunyakari, R. (2019). Analysing ‘values’ in collaborative development of D&T education units. In Sarah Pule & Marc de Vries (Eds.) Proceedings PATT 37: Developing a knowledge economy through technology and engineering education. Dept. of Technology and Entrepreneurship Education, University of Malta, Msida.

Mehendale, A., Velugu, B., Ramchand, M., & Sawhney, S. (2019). N for Nose: Status of the Education Report for India 2019; Children with Disabilities. UNESCO, New Delhi. https://unesdoc.unesco.org/ark:/48223/pf0000368780.locale=en

Pappu R. (2019). Women’s Education and Social Reform in India: Creating ‘Angels’ in the House? Voices of Teachers and Teacher Educators. 8 (1), 50 - 58.

Pappu R., & Sawhney S. (2019). Building Effective School Libraries: Lessons from the Study of a Library Program in India. International Information & Library Review, 51 (3), 217-230, DOI: 10.1080/10572317.2018.1526617

2018

Pappu R. (2018). The Gender of English in India. In T.V. Kumar (Ed.), People’s Linguistic Survey of India, Volume 37 English and Other International Languages. Hyderabad: Orient Blackswan.

Sawhney, S. (2018). Tokenisation of children’s right to safe and protected environments – Indian teachers’ perspectives on school corporal punishment. In G.M. Sainz. & S. Ilie (Eds.), International Perspectives on Practice and Research into Children’s Rights. (pp.111-137). USA: Centre for Human Rights Studies. https://cedhmx.org/index.php/publicaciones/

2017

Khunyakari, R. & 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.

Pappu R. (2017). A Humanist among Social Scientists: Some Thoughts on Literature and Social Sciences. In R.Z. Hazel & L. Sridevi (Eds.), English Language and Literature: Critical Perspectives. Hyderabad: GITAM University Press

Sawhney, S. (2017). Understanding the play of tacit social modelling in classroom interactions: A qualitative analysis. Compare: A Journal of Comparative and International Education. DOI http://dx.doi.org/10.1080/03057925.2017.1339262

2016

Khunyakari, R. & 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.

Pappu R. (2016). Review of Education and Society: Themes, Perspectives, Practices (New Delhi: OUP) by Meenakshi Thapan in Contributions to Indian Sociology, 50: 1, pp. 130 – 132.

Parvathy, B.S., & Sawhney, S. (2016). Exploring the role of ICT in enhancing academic self-concept of students labeled as low achievers. In A. Ramakrishna, A. S. Reddy, S. Anuganti, & P. Laxman (Eds.), ICT Management and Challenges. (pp.234-237). Hyderabad: Pragma Publications. ISBN: 978-93-84845-19-3

Takker, S. & Khunyakari, R. (2016). Reimagining the learning landscape. Teacher Plus, 14(2), pp. 42-45.

2015

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

Khunyakari, R. (2015). Re-thinking learning and assessment: Some concerns and prospects. Teacher Plus. July [ISSN: 0973-778]

Pappu R. (2015). Review of Contested Politics of Educational Reform in India: Aligning Opportunities with Interest by Manisha Priyam (Delhi: Oxford University Press, 2015) in Contemporary Education Dialogue, 14:2, 2017

Pappu R., Goswami N. (2015). Introduction. Indian Journal of Gender Studies. 22 (2), 159 – 169. 

Pappu R. (2015). Towards a Framework for Forging Links: Exploring the Connections between Women’s Education, Empowerment and Employment. Indian Journal of Gender Studies. 22 (2), 300 – 321. 

Sawhney, S. (2015). Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India. International Journal of Inclusive Education, 19(9) 887-907. DOI http://dx.doi.org/10.1080/13603116.2015.1015178

Sawhney, S. (2015). Disciplinary practices: Understanding stakeholders’ perceptions. In K. S. S. Reddy, R. K. Murthy, P. Shanker, & G. Madhukar (Eds.), Mental Health in Schools. (pp.26-32). Gujarat: Publish World. ISBN: 978-81-92891-05-7

Takker, S. & 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.