Tracking Bengaluru’s dramatic urban transformation through the entanglements of finance, land frenzy, real estate volatility, and livelihood upheavals

Over the past two decades, Bengaluru’s exploding real estate sector and massive infrastructure investments have led to land speculation targeting working-class neighborhoods and agricultural land for development. Chronicles of a Global City turns Bengaluru inside out to examine its “world-city” transformation that stimulated rapid urbanization and unbounded growth. Moving the spotlight away from the urban elites and “new middle class,” this book explores how people caught up in the whirlwinds of change in Bengaluru—from construction laborers, street vendors, domestic workers, and platform delivery workers to small-time property brokers, petty landlords, and local politicians—experience, struggle, aspire, invent, strive, and speculate to make a livable city for themselves.

Grounded in long-term ethnographic research and activist experiences, Chronicles of a Global City vividly illuminates the multifaceted entanglements of finance capital, real estate markets, livelihood struggles, and fraying ecologies in urban and peri-urban Bengaluru. Its anchoring concept, “speculative urbanism,” provides a powerful, innovative lens for understanding the risk-laden practices of leveraging land, labor, and resources for the promise of future profit.

Contributors: Hemangini Gupta, Pierre Hauser, Priyanka Krishna, Eesha Kunduri, Kaveri Medappa, Usha Rao, Shaheen Shasa, Swathi Shivanand, Vinay K. Sreenivasa.

An accessible contribution to the ongoing discussion about the quality and politics of social science textbooks in India.
 
More than ever before, the school history textbook in India has become an embattled object and the subject of many contestations from both above and below. It is vulnerable not only to the political vagaries of governments but also to the exclusive claims of myriad communities and groups to their sense of the past. What is the future of India’s textbook, arguably the most important repository of the country’s national past? Is a single teachable past even possible any longer?
 
In this essay, Janaki Nair uses the Indian predicament to discuss the possibility of building up a “historical temper” in the Indian classroom. Sharing examples from her unique position as a professional historian with sustained experience in the field of pedagogy, Nair invites reflections on the prospect of cultivating a historical temper that can help the teacher equip students to grapple with history.