classroom, curriculum, pluralism and social inclusion indian sceneario

8/14/2019 Classroom, Curriculum, Pluralism and Social Inclusion Indian Sceneario

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Dr.Mahendra K Mishra

State Tribal and Minority EducationCoordinator,

Orissa Primary Education ProgrammeAuthority

Bhubaneswar 751001

E mail : [email protected]

www.opepa.in
mailto:[email protected]:[email protected]


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Schools must not hurt students--good schools don't blame

students for their failures or stripstudents of the knowledges theybring to the classroom

Joe L Kincheloe

On Critical Pedagogy


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Village

A composition of manylanguages, ethnicity,religion do coexists

What is the secret that

perpetuates the coexistence of thesediversities in thevillages

School

Though physical access isnot denied, childrenscultural values andexperience is notcaptured

What's the secret thatdenies the diversities oflanguage, ethnicity andgender


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Marginalized are secluded from the sacredcenters

They live in a secluded place

Visible social barrier ( well, tank, temple)

Traditional culture has perpetuated this in thesociety


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Who are themarginalized

Lower castes/class

PowerlessPoor

Illiterate

Working classUnprivileged

Who are not

Upper Caste/class

powerful

Rich

Literate

Ruling classprivileged


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DalitsAdivasi

MuslimsArtisan castesWomen

MigrantsUrban deprivedNomadic


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Children from

Different languages

Different religion

Different ethnic groups

different cultural background

Teachers as authority (on the chair ) and childrenin culture of silence (sitting on the ground)

Is the school replicate our inherited colonialmind set ?


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The As-Is Situation

Often the only voice heard in class is that of theteacher.

When childrens voices are heard, they areanswering the teachers questions or repeatingthe teachers words.

Do the childrens voice matter? (in side out)

Do the children have choices of learning fromtheir language and cultural context ?


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Marginalized learners, andespecially girls, to claim their rights

as well as play an active role inshaping collective life, educationmust empower them to overcome

the disadvantages of unequalsocialization and enable them todevelop their capabilities of

becoming autonomous and equalcitizens.(p.6)


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To make it an inclusive and meaningfulexperience for children

To move away from a textbook culture to

connect with childrens lifeChild centered pedagogy:

Gives primacy to childrens experiences

gives primacy to their voicesgives primacy to their active participation


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NOWhy

Traditional social biasesMind set of untouchability( high /low)Behaviour /Body languageCultural attitudeSitting arrangement in classroomgender disparity/caste based space managementpriority to upper caste children and importance

to upper caste teachersNeglect to Adivasi and Dalit childrenAll these are invisible in our mind set..


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Different make-beliefs on others,language,ethinicity, religion

(we all enjoy holidays of other religion but we

dont know the background)Do we know about the Muslims and Christiansliterature ?

Why we fail in understand them ?

Is there any source in our education to knowtheir culture?


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Marginalized children have physical access tothe school

But they are intellectually neglected

Rich human values of Adivasi is not discussed

Dignity of labour of workers are notrespected

Contribution of Muslims are ignoredTolerance of women and girls are ignored

Service of Christians are misunderstood


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Uniform curriculum and textbooks have littlespace for cultural diversities

Local social, religious or linguistic diversities are

not discussed in the classroomsCurriculum designers / Textbook writers and

teachers always chant mainstream mantra


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Faithful follower of text books ( coursecompletion syndrome )

Only what is written is knowledge and others

are not (exam related texts)Ignores knowledge outside classroom

No emphasis to the social composition of the

village/city which is constitutive of childrensknowledge and environment

No or less connectivity with village andschool


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Inter-district disparity in the state

(one district 85% literate another is below 30% in case of tribal )

Monolingual , mono-cultural curriculum inmultilingual classroom

No mention of social strength ( multiethnic

and multi cultural society)


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There are 11614 schools with more than 20children with linguistic diversities

Total 683745 children (6- 14 age )

58 000 Santali children

( 44265 Telugu,

45449 Bengali,

32189 HindiOther tribal languages : 396843 children

Other 16067 language s


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90611 Muslim children are Urdu speakers

78 Recognized Madras for 10000 children

..Unrecognized Madrasas for..children

Many Muslim girls still denied access

17 lakhs Adibasi children


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classroom, curriculum, pluralism and social inclusion indian sceneario

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