Broad areas of research interest relate to social justice and equity, inclusive education and special educational needs, Child Rights and social and emotional well-being and learning. Sonia's research has specifically focused on disciplinary practices and violence, teaching-learning environments and socio-cultural learning in Inclusive schools.

Journal Articles

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). https://doi.org/10.1177/09731849251397719 

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).  DOI http://dx.doi.org/10.1080/10572317.2018.1526617

Sawhney, S. (2017). Understanding the play of tacit social modelling in classroom interactions: A qualitative analysis. Compare: A Journal of Comparative and International Education. 48(4) 590-607. DOI http://dx.doi.org/10.1080/03057925.2017.1339262

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. (2014). Total quality management in teacher education: Who does the onus lie on? Edu Tracks, 5-7. ISSN: 0972-9844

Ramakrishna, A., & Sawhney, S. (2012). Constructivist lesson planning: Theory and practice. Edusearch: Journal of Educational Research, 3(2), 121-127. ISSN: 0976-1160

Ramakrishna, A., Sawhney, S. & Shankaraiah, B. (2012). Research on issues of science education. University News, 50(39), 17-20.

Reports

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

Working Paper

Sawhney, S. (2014). Indian inclusive schools: Nature and practices, Tata Institute of Social Sciences, Working Paper No 2.

Books

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

Book Chapters

Sawhney, S. (2025). The Interplay between Education, Society and Schools. In Ramchand, M., Sawhney, S., & Sharma, P. (Eds.). Knowledge, Learning and Curriculum: Knowing Why We Teach What We Teach and How We Learn. Routledge.

Sawhney, S. (2025). Schooling and Learning. In Ramchand, M., Sawhney, S., & Sharma, P. (Eds.). Knowledge, Curriculum and Learning. Sub-title: Knowing Why we Teach, What we Teach and How we Learn. Routledge.

Sawhney, S. & Ramchand, M. (2025). Knowledge and Knowing. In Ramchand, M., Sawhney, S., & Sharma, P. (Eds.). Knowledge, Curriculum and Learning. Sub-title: Knowing Why we Teach, What we Teach and How we Learn. Routledge.

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/

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

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

Sawhney, S. (2012). Heeding to students’ voices in inclusive schools: A case study. In V.P. Matheswaran (Ed.), Policies and perspectives of inclusive education. (pp.225-230). Chennai: Dharma Publications. ISBN: 978-81-89843-52-6

Conference Papers

Ramchand, M. & Sawhney, S. (2024). Inclusive Education Resource Teachers in India: Itinerant and Invisible. Paper to be presented in March at the 68th International Conference The Power Of Protest of the Comparative International Education Society, CIES-Miami, Florida, USA. (Co-authored paper)

Ramanathan, R. & Sawhney, S. (2023) Exploration of teachers as reflective practitioners: their perceptions and support systems within the school system. Paper presented in December at the 13th International Conference Changing Dynamics of Education: Perspectives and New Directions from the Global South of the Comparative Education Society of India, Tezpur University, Assam. (Co-authored paper)

Sawhney, S. & Ramchand, M. (2023). Developing Teachers’ Competencies for Practicing Inclusion: The case of Initial Teacher Education in India'. Paper presented in February at the 67th International Conference Improving Education for a More Equitable World of the Comparative International Education Society, vCIES-Washington DC, USA.

Sawhney, S. (2022). Exploring Narratives of the Educational Trajectories of Students with Disabilities: Perspectives and Experiences of Parents of Children with Disabilities. Paper presented at the 66th International Conference Illuminating the Power of Idea/Lism of the Comparative International Education Society, vCIES-Minneapolis, USA.

Sawhney, S. (2021). Lived experience of teachers’ daily interactions with students with disabilities in Indian schools. Paper presented at the 65th International Conference Social Responsibility within Changing Contexts of the Comparative International Education Society, vCIES-Seattle, USA.

Prakash, S. & Sawhney, S. (2021). Exploring the Perceptions and Practice of Children’s Participatory Rights in Public Schools in India. Paper presented at the 65th International Conference Social Responsibility within Changing Contexts of the Comparative International Education Society, vCIES-Seattle, USA.

Janwadkar. S. & Sawhney, S. (2019). Educational opportunities and access for persons with intellectual and developmental disabilities. Paper presented at the 10th International Conference Exclusion, Inclusion and Equity in Education of the Comparative Education Society of India, Zakir Husain Centre for Educational Studies (ZHCES), JNU, Delhi.

Sawhney, S. (2019). Parents’ constructs of personhood and educational experiences of their children with disabilities. Paper presented at the 63rd International Conference Education for Sustainability of the Comparative International Education Society, San Francisco, USA.

Sawhney, S.& Pappu, R. (2017). Equalizing educational and developmental opportunities through a library program in India. Paper presented at the 61st International Conference Problematizing (In)Equality: The Promise of Comparative and International Education of the Comparative International Education Society, Atlanta, USA.

Parvathy, B.S., & Sawhney, S. (2016). Exploring the role of ICT in enhancing academic self-concept of students labeled as low achievers. Paper presented at the International Conference Developing Thinking and Learning with ICT: Education for Future Needs, Osmania University, Hyderabad.

Sawhney, S. (2016). Identifying inclusive practices in the contextual setting of Indian inclusive schools. Paper presented at the 60th International Conference Sixty Years of Comparative and International Education: Taking Stock and Looking Forward of the Comparative International Education Society, Vancouver, Canada. 

Sawhney, S. (2015). Understanding the play of tacit social modeling in classroom interactions. Paper presented at the 6th International Conference Education: Domination, Emancipation and Dignity of the Comparative Education Society of India, Azim Premji University, Bangalore.

Sawhney, S. (2014). Disciplinary practices: Understanding Stakeholders’ perceptions. Paper presented at the National workshop on Mental Health and Wellbeing: Implications for School Education, Osmania University, Hyderabad.

Sawhney, S. (2014). Inclusive Education for social justice. Paper presented at the 5th International Conference Education, Politics and Social Change of the Comparative Education Society of India, University of Delhi, Delhi.

Sawhney, S. (2013). Open education resources – Issues and practices. Paper presented at the seminar on Practices and initiatives of technologies in teaching-learning, Osmania University, Hyderabad. 

Sawhney, S. (2012). Inclusive Education – Are teachers equipped for inclusion? Paper presented at the 46th National Conference Teacher Education & Community Development of the Indian Association of Teacher Educators, Maulana Azad National Urdu University, Hyderabad. 

Sawhney, S. (2012). Analysis of peer assessment of M.Ed. Students. Paper presented at the National Seminar on Reforms in Examinations: Higher Education Perspective, Osmania University, Hyderabad. 

Sawhney, S. (2012). Heeding to students’ voices in inclusive schools: A Case study. Paper presented at the National Seminar on Inclusive education: Vision to Practice, University of Madras, Chennai. 

Sawhney, S. (2009). Value education in Nation Building. Paper presented at the seminar on Issues in Education, Osmania University, Hyderabad. 

Sawhney, S. (2006). Local and Global Concerns in the Profession of Teaching. Paper presented at the National Seminar on Teacher Education: A Futuristic View, Amity Institute of Education, New Delhi.

Completed Research Projects

1) Connected Learning and Research on Inclusive Education (CLeaR on IE) Phase II (Co-PI): The study aims to ensure a more sustainable means of contributing substantially to the knowledge and practice and pedagogy of inclusive education with a special focus on the education of children with disabilities. Project sponsored by the Cognizant Foundation. In this phase, setting up an IERC in collaboration with partner institutes will be documented to highlight the needs, capacity and agency of multiple stakeholders in establishing a resource centre to support effective inclusive education practices. A reflective inquiry of the context, purpose, implementation and operations of the IERC will be furnished in the report to enable scalability.

2) Strengthening Teacher Education in Telangana (Co-PI): A Memorandum of Understanding between the Department of School Education, the Government of Telangana and the Tata Institute of Social Sciences (TISS) was signed in December 2022 to further improve the quality of school education in the State. As part of the collaboration, the below-listed projects have been completed

a) Redesigning of Textbooks Developed by the Telangana State Council for Educational Research and Training (TSCERT) (Co-PI): as part of this project, the textbooks developed by the Telangana State Council for Educational Research and Training (TSCERT) were reviewed and redesigned. The textbook content and covers for Classes VI to X to were reviewed and resigned to improve their aesthetic appeal, readability, and to make these more inclusive.

b) Capacitating and Facilitating Schools to use Shaala Siddhi, a School Standards and Evaluation Framework (Co-PI): The project aimed to capacitate school stakeholders across the state government schools of Telangana to engage in self-evaluatory processes and to understand the key domains and core standards of the framework for implementation of the framework.

c) Investigating the Functioning of District Institutes of Education and Training (DIETs) in Telangana State (Co-PI): The project aimed at improving the quality of education delivery in DIET-BRCs-CRCs to strengthen and improve Pre-service teacher education, education policies etc. 

d) Curation of Open Educational Resources (OERs) for use through Interactive Flat Panels (IFP) in Schools of Telangana State (Co-PI): The project aimed to enable active learning through enhanced interactivity and inclusion in classrooms using education technology and IFPs. Resources are being curated for 8th, 9th and 10th grades and for Mathematics, Physical Science, Biological Science, Social Studies, English, Telugu and Urdu. The curation process is to consider subject-specific teaching/learning requirements, the socio-cultural context of Telangana, and the practical realities of the classroom settings of government schools.

3) Study on the status of vacancy of special education teachers by type of disabilities in Maharashtra (Co-PI): The study aims to identify the number of Children with disabilities in each district of Maharashtra and map the Special Education Teachers in each district based on their employment status, distinguishing between contractual and ad hoc teachers, and specify their specialisations. The study will also estimate the supply of Special Education Teachers in Maharashtra based on the collected data and provide insights into the adequacy of special teachers to meet the educational needs of children with disabilities in the state. The project is commissioned by the Government of Maharashtra. 

4) Action Research Designing School-based Practicum at Scale (Co-PI):  As part of a collaborative project with the Centre of Excellence in Teacher Education (CETE), TISS, Mumbai and the Indian Institute of Technology, Madras, the study aimed to design a school-based practicum at scale to enable on-scale assessments of B.Ed practicums

5) Connected Learning and Research on Inclusive Education (CLeaR on IE) Phase I (Co-PI): The CLeaR project was a research study on human resource development in inclusive education with a fundamental aim to ensure a more sustainable means of contributing substantially to the knowledge and practice of inclusive education, with a special focus on the education of children with disabilities. The study intended to go beyond ascertaining challenges and bottlenecks in teacher preparation and focus on specific areas and needs to inform teacher education, both at the systemic level and in the classroom contexts.  The final report can be accessed at: https://tiss.edu/uploads/files/CLeaR_on_IE_Report_Final.pdf

6) Assessing Social and Emotional Learning of Students in State Government and Low Fee Private Schools across Andhra Pradesh, Telangana and Tamil Nadu (Principle Investigator): The project aimed to identify students' social-emotional learning across the three states. Learning Curve Life Skills Foundation supported the project.

7) N for Nose: Status of the Education Report for India 2019; Children with Disabilities (Co-PI): The project was commissioned by UNESCO, New Delhi, India. The final report can be accessed at https://unesdoc.unesco.org/ark:/48223/pf0000368780.locale=en    Additional collaterals prepared by funder: https://en.unesco.org/news/n-nose-state-education-report-india-2019-children-disabilities

8) Exploring the status of and avenues for Education, Health and Livelihoods (Co-PI): A baseline study of CSR implementation in 10 villages under UltraTech Cements Ltd at Bhogasamudram, Andhra Pradesh, was conducted as part of this study. 

9) Needs Assessment Study in Neighborhood Communities (and schools within these communities) of Balaji Cement Works (Co-PI): The project aimed to develop a systematic and organised program of development for five select villages in its neighbourhood. Ultratech Cement sponsored the project.

10) Midterm Review of the KalaMytrah Project’s Bridge Program (Principal Investigator): The scope of the study involved an examination of the Kala Mytrah project in terms of (i) its design, functioning and results achieved, (ii) the effect on a project on the students and (iii) the sustainability of the project. The project was sponsored by UNICEF and Mytrah.

11) School Library Program of Basic Research and Development (BREAD) Society: An Assessment (Co-PI):  At the invitation of Wipro Applying Thought in Schools (WATIS), a study was taken up by a 6-member team to assess the library programme of the organization Basic Research Education and Development (BREAD) Society in terms of its functioning and its effect on the children as well as the schools that participate in the programme. The study commenced in July 2016 and was completed in December 2017. The findings from the study, which revealed the critical significance of having a vibrant library programme in schools, is expected to inform the library programme of BREAD Society as well as the government programmes supporting school libraries. The final report has been published on the official website of BREAD Society and can be accessed at http://www.breadsocietyindia.org/wp-content/uploads/2017/12/BREAD-Library-Report_TISS.pdf The final report has been published on the official website of BREAD Society and can be accessed at http://www.breadsocietyindia.org/wp-content/uploads/2017/12/BREAD-Library-Report_TISS.pdf

12) Schools for Children with Disabilities in Hyderabad (Principal Investigator): Identifying and understanding the inclusionary practices. Commissioned by Nayi Disha.

Tata Institute of Social Sciences, Hyderabad/Mumbai

Sociology of Education (Core course, MPhil/.M.A. Education, Hyderabad)

Philosophy of Education (Core course, M.Phil./M.A. Education, Hyderabad)

Qualitative Research Methods (Core course, PhD., Hyderabad)

Introduction to Social Science and Education Research (Core course, MPhil Education, Hyderabad)

Introduction to Educational Research (Core course, M.A. Education, Hyderabad)

Education Research Methods (Core course, M.A. Education, Hyderabad)

IChildhood &  Society (Elective course, M.A. Education, Hyderabad)

Introduction to Inclusive Education (Elective course, Integrated B.Ed/M.Ed & M.A. Education, Mumbai)

Practice of Inclusive Education (Elective course, Integrated B.Ed/M.Ed & M.A. Education, Mumbai)

Education of Children with Special needs (Elective course, M.A. Education, Hyderabad)

Management and Administration in Education (Elective course, M.A. Education, Hyderabad)

Understanding Education (B.A. Social Sciences, Hyderabad)

Inclusive Education -1 (Online course for teacher educators offered via TISSx)

Reflective Teaching for Inclusion (Online course for teachers offered via TISSx)

An Inquiry Approach to Inclusive Mathematics Teaching (Online course for Mathematics teachers offered via TISSx)

Osmania University, Hyderabad

Educational Administration, Planning and Finance (Elective course, M.Ed.)

Research Methods (Core course, Pre-Ph.D., Education)

Teacher Education (Core course, M.Ed.)

Primary Grade Teacher

English

Environmental Studies