India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing quality schooling through a necessary paradigm shift, is still a major challenge. This qualitative research study seeks to portray the nature of pedagogy in four elementary classrooms in Srinagar, Kashmir and understand its shifting nature with reference to the National Curriculum Framework (2005). Specifically, this study examines teachers’ classroom pedagogical practices, their understandings of pedagogy, the ways they encourage and manage student participation in classroom and the level of support and training they receive from government agencies. The findings of this study will have implications for both teachers and students, their specific roles, their understanding of pedagogy, classroom practices and more importantly students. This study recommends ‘contextually suitable’ pedagogical methods, informing teachers about effective teaching strategies, and outlining specific classroom participation strategies for students.

India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing quality schooling through a necessary paradigm shift, is still a major challenge. This qualitative research study seeks to portray the nature of pedagogy in four elementary classrooms in Srinagar, Kashmir and understand its shifting nature with reference to the National Curriculum Framework (2005). Specifically, this study examines teachers’ classroom pedagogical practices, their understandings of pedagogy, the ways they encourage and manage student participation in classroom and the level of support and training they receive from government agencies. The findings of this study will have implications for both teachers and students, their specific roles, their understanding of pedagogy, classroom practices and more importantly students. This study recommends ‘contextually suitable’ pedagogical methods, informing teachers about effective teaching strategies, and outlining specific classroom participation strategies for students.