Classroom, Curriculum, Pluralism and Social Inclusion
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Transcript of Classroom, Curriculum, Pluralism and Social Inclusion
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Classroom, Curriculum,Classroom, Curriculum,
Pluralism and SocialPluralism and SocialInclusion: Voices fromInclusion: Voices from
the Marginthe MarginDr.Mahendra K MishraDr.Mahendra K Mishra
State Tribal and Minority EducationState Tribal and Minority EducationCoordinator,Coordinator,
Orissa Primary Education ProgrammeOrissa Primary Education ProgrammeAuthority ,BhubaneswarAuthority ,Bhubaneswar
[email protected]@gmail.com
mailto:[email protected]:[email protected]:[email protected] -
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Village verses schoolVillage verses school
VillageVillage
A composition ofA composition of
many languages,many languages,
ethnicity, religionethnicity, religiondo coexistsdo coexists
What is the secretWhat is the secretthat perpetuatesthat perpetuates
the co existence ofthe co existence of
these diversities inthese diversities in
the villagesthe villages
SchoolSchool
Though physicalThough physical
access is notaccess is not
denied, childrensdenied, childrenscultural values andcultural values and
experience is notexperience is not
capturedcaptured
What's the secretWhat's the secret
that denies thethat denies the
diversities ofdiversities of
language, ethnicitylanguage, ethnicity
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Space of marginalized in theSpace of marginalized in the
villagevillage
Marginalized are secluded from theMarginalized are secluded from the
sacred centerssacred centers
They live in a secluded placeThey live in a secluded placeVisible social barrier ( well, tank,Visible social barrier ( well, tank,
temple)temple)
Traditional culture has perpetuatedTraditional culture has perpetuatedthis in the societythis in the society
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Are these social inequalitiesAre these social inequalities
influence the school ?influence the school ?
Curriculum and content ?Curriculum and content ? Teachers attitude ?Teachers attitude ?
School management ?School management ?
Classroom behaviors ?Classroom behaviors ?
Learning of children ?Learning of children ?
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In the classroom..In the classroom..
Who are theWho are the
marginalizedmarginalized
LowerLower
castes/classcastes/class PowerlessPowerless
PoorPoor
IlliterateIlliterate Working classWorking class
UnprivilegedUnprivileged
Who are notWho are not
Upper Caste/classUpper Caste/class
powerfulpowerful
RichRich
LiterateLiterate
Ruling classRuling class
privilegedprivileged
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Who are they ?Who are they ?
DalitsDalitsAdivasiAdivasi
MuslimsMuslimsArtisan castesArtisan castes
WomenWomenMigrantsMigrantsUrban deprivedUrban deprivedNomadicNomadic
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What type of classroom do ourWhat type of classroom do our
schools containschools contain
Children fromChildren from
DifferentDifferent languageslanguages
DifferentDifferent religionreligion
DifferentDifferent ethnic groupsethnic groups
differentdifferent cultural backgroundcultural background
Teachers asTeachers as authority (on the chair )authority (on the chair ) andand
children inchildren in culture of silence (culture of silence (sitting on thesitting on theground)ground)
Is the school replicate our inheritedIs the school replicate our inherited
colonial mind set ?colonial mind set ?
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Teachers Values (Teachers Values (outside in)outside in)
The As-Is SituationThe As-Is Situation
Often the only voice heard in class isOften the only voice heard in class isthat of the teacher.that of the teacher.
When childrens voices are heard, theyWhen childrens voices are heard, theyare answering the teachers questionsare answering the teachers questionsor repeating the teachers words.or repeating the teachers words.
Do the childrens voice matter? (Do the childrens voice matter? (ininside out)side out)
Do the children have choices ofDo the children have choices of
learning from their language andlearning from their language andcultural context ?cultural context ?
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NCF 2005NCF 2005
The formal approach, ofThe formal approach, ofequalityequality
of treatmentof treatment in terms of equalin terms of equalaccess or equal representationaccess or equal representation
for girls, is inadequate. Today,for girls, is inadequate. Today,
there is a need to adopt athere is a need to adopt asubstantive approach, towardssubstantive approach, towards
equality of outcomeequality of outcome, where, where
diversity, differencediversity, difference andanddisadvantagedisadvantage are taken intoare taken into
account.(p.6)account.(p.6)
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Marginalized learners, andMarginalized learners, and
especially girls, to claim theirespecially girls, to claim their
rights as well as play anrights as well as play anactive role in shapingactive role in shaping
collective life, education mustcollective life, education must
empower them to overcomeempower them to overcome
thethe disadvantages of unequaldisadvantages of unequal
socializationsocialization and enable themand enable themto develop their capabilitiesto develop their capabilities
of becoming autonomous andof becoming autonomous and
equal citizens.(p.6)equal citizens.(p.6)
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A classroom with equalityA classroom with equality
To make it anTo make it an inclusiveinclusive andand
meaningful experiencemeaningful experience for childrenfor children
To move away from a textbookTo move away from a textbook
culture to connect with childrens lifeculture to connect with childrens life
Child centered pedagogy:Child centered pedagogy:
Gives primacy to childrensGives primacy to childrensexperiencesexperiences
gives primacy to theirgives primacy to their voicesvoices
gives primacy to theirgives primacy to their activeactive
D l t thD l t th
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Do our classroom count theseDo our classroom count these
diversities?diversities?
NONOWhyWhy
Traditional social biasesTraditional social biases Mind set of untouchability( high /low)Mind set of untouchability( high /low)
Behaviour /Body languageBehaviour /Body language Cultural attitudeCultural attitude Sitting arrangement in classroomSitting arrangement in classroom gender disparity/caste based spacegender disparity/caste based space
managementmanagement priority to upper caste children andpriority to upper caste children and
importance to upper caste teachersimportance to upper caste teachers Neglect to Adivasi and Dalit childrenNeglect to Adivasi and Dalit children
All these are invisible in our mind set..All these are invisible in our mind set..
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Understanding others ..Understanding others ..
Different make-beliefs on othersDifferent make-beliefs on others,language,ethinicity, religion,language,ethinicity, religion
(we all enjoy holidays of other religion(we all enjoy holidays of other religion
but we dont know the background)but we dont know the background)Do we know about the Muslims andDo we know about the Muslims and
Christians literature ?Christians literature ?
Why we fail in understand them ?Why we fail in understand them ?Is there any source in our education toIs there any source in our education to
know their culture?know their culture?
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Physical access only ?Physical access only ?
Marginalized children have physical accessMarginalized children have physical access
to the schoolto the school
But they are intellectually neglectedBut they are intellectually neglected
Rich human values of Adivasi is notRich human values of Adivasi is notdiscusseddiscussed
Dignity of labour of workers are notDignity of labour of workers are not
respectedrespected Contribution of Muslims are ignoredContribution of Muslims are ignored
Tolerance of women and girls are ignoredTolerance of women and girls are ignored
Service of Christians are misunderstoodService of Christians are misunderstood
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How our curriculum contains culturalHow our curriculum contains cultural
diversitiesdiversities
Uniform curriculum and textbooksUniform curriculum and textbooks
have little space for culturalhave little space for cultural
diversitiesdiversities
Local social, religious or linguisticLocal social, religious or linguistic
diversities are not discussed in thediversities are not discussed in the
classroomsclassrooms
Curriculum designers / Textbook writersCurriculum designers / Textbook writers
and teachers always chantand teachers always chant
mainstream mantramainstream mantra
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Teachers ..Teachers ..
Faithful follower of text books ( courseFaithful follower of text books ( course
completion syndrome )completion syndrome )
Only what is written is knowledge andOnly what is written is knowledge and
others are not (exam related texts)others are not (exam related texts) Ignores knowledge outside classroomIgnores knowledge outside classroom
No emphasis to the social composition ofNo emphasis to the social composition of
the village/city which is constitutive ofthe village/city which is constitutive ofchildrens knowledge and environmentchildrens knowledge and environment
No or less connectivity with village andNo or less connectivity with village and
schoolschool
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OrissaOrissa
What do we see in reality ?What do we see in reality ?
Inter-district disparity in the stateInter-district disparity in the state
(one district 85% literate another is(one district 85% literate another is
below 30 % in case of tribal )below 30 % in case of tribal )
Monolingual , mono-culturalMonolingual , mono-cultural
curriculum in multilingual classroomcurriculum in multilingual classroom
No mention of social strengthNo mention of social strength( multiethnic and multi cultural( multiethnic and multi cultural
society)society)
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Linguistic diversities inLinguistic diversities in
schoolsschoolsThere are 11614 schools with more than 20There are 11614 schools with more than 20
children with linguistic diversitieschildren with linguistic diversities
Total 683745 children (6- 14 )Total 683745 children (6- 14 )
58000 Santali58000 Santali ( 44265 Telugu, 45449 Bengali, 32189 Hindi( 44265 Telugu, 45449 Bengali, 32189 Hindi
Munda,Koya, Kondh,Oram, Kishan, SauraMunda,Koya, Kondh,Oram, Kishan, Saura
etc.)etc.) Other tribal languages : 396843 childrenOther tribal languages : 396843 children
Other 16067 in school have languageOther 16067 in school have language
diversitiesdiversities
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Muslim Minority schoolsMuslim Minority schools
90611 Muslim children are Urdu90611 Muslim children are Urdu
speakersspeakers
78 Recognized Madras for 1000078 Recognized Madras for 10000
childrenchildren
Unrecognized MadrasasUnrecognized MadrasasMany Muslim girls still denied accessMany Muslim girls still denied access
17 lakhs Adibasi children17 lakhs Adibasi children
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Lets initiate the dialogue .Lets initiate the dialogue .
WhyWhy thesethese disparitiesdisparities
How toHow to resolveresolve them ..them ..
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Thank youThank you