, Hyderabad campus
B.A. English (Hons) - Delhi University; B.Ed.- Guru Gobind Singh Indraprastha University (GGSIPU); M.A. English - IGNOU; M.Ed. - Osmania University M.Phil. in Educational Research - The University of Cambridge; Ph.D. in Education - Osmania University
Sonia Sawhney is an Assistant Professor with the TISS-Azim Premji School of Education at the Tata Institute of Social Sciences, Hyderabad since 2013. Her research interests are in the areas of inclusive education and special educational needs, equity and social justice, child rights and socio-emotional well-being in schools. She pursues these interests by engaging in research, teaching, publishing, conducting workshops and developing curriculum.
Her MPhil. and Doctoral research in the field of education involved engaging with educational experiences, disciplinary practices and emotional well-being in inclusive schools. Before moving to TISS, she has worked as a teacher educator, an English and Social Science teacher and a junior headmistress at the primary school level.
Connected Open Online Learning (COOL) resources mapped onto the B.Ed Curriculum Framework of NCTE - 'Creating an Inclusive School'. Resource available at https://www.tissx.tiss.edu/courses/course-v1:TISSx-COOL+CIS01+2020_CIS_EN_01/about
Post Graduate Certificate in Contemporary Education Perspectives and Research (PGC-CEPR) aimed at providing continuous professional development to faculty involved in teacher education, education administrators and policymakers - Course on Inclusive Education on TISSx - https://www.tissx.tiss.edu/courses/course-v1:TISSx+CEPRO5+2021R1/about
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. Within this Sonia's research has specifically focused on disciplinary practices and violence, teaching-learning environments and socio-cultural learning in Inclusive schools.
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.
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
Sawhney, S. (2014). Indian inclusive schools: Nature and practices, Tata Institute of Social Sciences, Working Paper No 2.
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
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. (Co-authored paper)
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.
Connected Learning and Research on Inclusive Education” (CLeaR on IE)-A study of challenges in human resource development for inclusive education – supported by Cognizant Foundation, Co-Investigator with Prof Mythili Ramchand, Prof Archana Mehendale, Dr Radhika Misquitta and Ms Ruma Banerjee, 2020 (ongoing)
Assessing Social and Emotional Learning of Students - supported by Learning Curve Life Skills Foundation, 2019 (ongoing)
N for Nose: Status of the Education Report for India 2019; Children with Disabilities, Commissioned by UNESCO, New Delhi, India, Co-Investigator with Prof. Archana Mehendale, Ms Bhagyalaxmi Velugu & Prof. Mythili Ramchand, 2019. The final report can be accessed at https://unesdoc.unesco.org/ark:/48223/pf0000368780.locale=en
Needs Assessment Study in Neighborhood Communities (and schools within these communities) of Balaji Cement Works, sponsored by Ultratech Cement, Co-Investigator with Dr Srinivas Surisetti & Dr Sunayna Swain, 2018.
Midterm Review of KalaMytrah Project, sponsored by UNICEF and Mytrah, Principal Investigator, 2018.
School Library Program of Basic Research and Development (BREAD) Society: An Assessment, sponsored by Wipro Applying Thought In Schools (WATIS), Co-Investigator with Prof Rekha Pappu, 2017. 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
Schools for Children with Disabilities in Hyderabad: Identifying and understanding the inclusionary practices. Commissioned by Nayi Disha, Principal Investigator, 2014.
2013-Present Tata Institute of Social Sciences, Hyderabad
Introduction to Social Science and Education Research (Core course, MPhil Education)
Sociology of Education (Core course, MPhil/.M.A. Education)
Philosophy of Education (Core course, M.Phil./M.A. Education)
Education of Children with Special needs (Elective course, M.A. Education)
Introduction to Educational Research (Core course, M.A. Education)
Education Research Methods (Core course, M.A. Education)
Management and Administration in Education (Elective course, M.A. Education)
Understanding Education (B.A. Social Sciences)
2011-2013 Osmania University, Hyderabad (As JRF)
Educational Administration, Planning and Finance (Elective course, M.Ed.)
Research Methods (Core course, Pre-Ph.D., Education)
Teacher Education (Core course, M.Ed.)
2004-2005 and 2009-2010 Primary Grade Teacher
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