Classroom, Curriculum, Pluralism and Social Inclusion

8/14/2019 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


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



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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

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Classroom, Curriculum, Pluralism and Social Inclusion