Sonia Sawhney
Tata Institute of Social Sciences, University of Cambridge, Osmania University, University of Delhi
About
Sonia Sawhney is an Assistant Professor at the School of Educational Studies, Tata Institute of Social Sciences (TISS), Hyderabad. She brings extensive experience in the field of education, having previously worked as a primary grade teacher and junior headmistress before transitioning to academia. Her research and teaching interests focus on inclusive education, special educational needs, equity and social justice, child rights, and students’ socio-emotional well-being. More specifically, her work examines inclusive pedagogical strategies and their impact on students’ academic achievement and holistic development.
Her academic contributions extend across research, teaching, curriculum development, publishing, and the facilitation of professional development workshops. She has undertaken research projects for leading international and national organisations, including UNESCO, the Government of Telangana, the Government of Maharashtra, Cognizant Foundation, and Wipro Applying Thought in Schools (WATIS). Interdisciplinary in orientation, her scholarship draws on diverse theoretical and methodological frameworks. She also serves as a reviewer for academic journals, publishing houses, research bodies, and conferences.
Sonia has been the recipient of distinguished fellowships and awards, including the iSTEP Scholarship from the Stanford Graduate School of Education, Stanford University, USA, and the Cambridge Assessment Scholarship awarded by the Cambridge Commonwealth Trust, UK.
Employment
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Tata Institute of Social Sciences Assistant Professor2013 - Present
Education
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University of Cambridge MPhil2010 - 2011
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Osmania University M.Ed2008 - 2009
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University of Delhi BA English (Hons)? - 2004
Projects & Funding
Projects & funding information is unavailable.
Publications (12)
- Invisible Twice: Unjust and Inadequate Policy Response to Students with Specific Learning Disabilities and Borderline Intellectual Functioning Save
- Parents’ Experiences of Inclusive Education for Their Children with Disability: A Phenomenological Study from Dimapur, Nagaland Save
- Forms of Knowledge Save
- Introduction Save
- Knowledge, Curriculum and Learning Save
- Schooling and Learning Save
- The Interplay between Education, Society and School Save
- Building Effective School Libraries: Lessons from the Study of a Library Program in India Save
- N for Nose: Status of the Education Report for India 2019; Children with Disabilities. Save
- Tokenisation of children’s right to safe and protected environments – Indian teachers’ perspectives on school corporal punishment Save