The various sections in the book have scrutinized the various imperatives of teaching pedagogy and its relationship and their results in the light of a revolution in ICT which in a way relates to the concerns of national competitiveness in a globalizing world. This has gained momentum in India over the last decade with the increasing engagement of the corporate sector in education, leading to a superficial policy consensus. In practice the tension between policy imperatives and the lived reality of school education continues. This is further accentuated by an entrenched teacher education discourse and practice that has become largely immune to interrogation and challenge. In the present book the traditional teaching pedagogy is challenged through various research papers to find the answers to questions like why teacher education discourse in India wraps itself in dualities, getting constrained and resistant to meaningful cross-examination. It is disputed that dualities around the child and the curriculum, the teacher and the curriculum, pedagogy and the curriculum, theory and practice are reinforced and even extended by the very processes that seek to ‘train’ teachers to transact curriculum. The hiatus between educational studies as a field of academic enquiry and the practice of school education is probed to understand existing dualities and conceptual disconnects.