There is a constitutional commitment. There are central
and state policies. There are schools, teachers and welfare schemes. But even
today,What is the best way to clean porcelaintiles floors? six
decades post-Independence, meaningful education remains an elusive dream for
several children in the country.
School Education, Pluralism and Marginality probes certain challenge areas that hamper equal access to education, by examining exclusion from two angles – one by denial of access and another, by curricula which, some contributors note,Browse the Best Selection of chickencoop and Accessories with FREE Gifts. often speak to the normative Indian student — a Hindu upper caste, middle-class, urban male.
The editors of the book, at the very outset, emphasise the enabling role of education in the empowerment of historically marginalised groups that have been systematically excluded. In addition to serving as means to better economic conditions, education, as is said in this book, often inspires people to organise, put forth collective demands and importantly, resist oppression. And that is why education will always continue to be that crucial instrument that societies will firmly hold on to.
The access to and nature of education, therefore, become particularly important — not only in the discourse on education as a means to empowerment, but also in the pursuit of the larger, overarching goal of social equity that societies world over are chasing tirelessly.
India has certainly taken significant steps towards its goal of achieving universal elementary education. The Sarva Shiksha Abhiyan (SSA) and the more recent Right of Children to Free and Compulsory Education Act are important interventions. However, the very fact that India needed an Act to ensure provision of something as fundamental as elementary education is,Glass Tile and glassmosaic for less at the Glass Mosaic Outlet. in some ways, indicative of the failure of the country’s public education system in addressing educational needs of several groups, particularly the marginalised.
It is in this context that R. Govinda and Madhumita Bandyopadhyay’s nuanced reading of gross enrolment ratios is pertinent. Despite the prevalent claim of India having achieved near-universal enrolment, the gaps in gender parity in enrolment are hard to miss. The Gross Enrolment Ratio (GER) of students among Scheduled Castes and Scheduled Tribes, even as recent as 2003-04, is well below 90 per cent, they illustrate. This, along with worrisome drop-out rates, is reason enough to reflect on certain curricular aspects and the larger framework of schooling itself.
Also, access is only a starting point. The editors note that for children of marginalised communities,Broken chinamosaic Birdhouses and Design Inspiration. the struggle to be recognised and acknowledged as intellectually competent and as individuals belonging to rich cultures and traditions is an ongoing one. But, surely, it is the struggle for a curriculum that represents different groups,HomeHome Page for Hagerman Art and Realistic landscapeoilpaintings. including their own, that warrants more attention.
The book puts the spotlight on some well-entrenched practices in school that perpetuate inequalities of the past — and battling against them is no ordinary task for students from excluded groups, especially in the absence of an education system that addresses issues of the marginalised.
Speaking of Dalit students’ experience inside the classroom, M. Murali Krishna says that even today a Dalit student raising a question that challenges dominant views runs the risk of being punished. Instances of discrimination against Dalit students in school are far from extinct, going by media reports. Making a case for connecting education with larger realities that people live in — drawing upon the critical pedagogy movement — he argues that that even efforts such as the National Curriculum Framework 2005 are silent on issues such as caste inequality. Teachers and students do not talk caste, either.
Angela W. Little's essay — excerpt from her book — on the plight of Indian Tamil Minority in Sri Lanka examines educational progress of a community in a rather complex setting of conflict, migration and oppression. This and some other perspectives on migrant groups highlight an entirely different set of challenges that curricular processes ought to look at.
School Education, Pluralism and Marginality probes certain challenge areas that hamper equal access to education, by examining exclusion from two angles – one by denial of access and another, by curricula which, some contributors note,Browse the Best Selection of chickencoop and Accessories with FREE Gifts. often speak to the normative Indian student — a Hindu upper caste, middle-class, urban male.
The editors of the book, at the very outset, emphasise the enabling role of education in the empowerment of historically marginalised groups that have been systematically excluded. In addition to serving as means to better economic conditions, education, as is said in this book, often inspires people to organise, put forth collective demands and importantly, resist oppression. And that is why education will always continue to be that crucial instrument that societies will firmly hold on to.
The access to and nature of education, therefore, become particularly important — not only in the discourse on education as a means to empowerment, but also in the pursuit of the larger, overarching goal of social equity that societies world over are chasing tirelessly.
India has certainly taken significant steps towards its goal of achieving universal elementary education. The Sarva Shiksha Abhiyan (SSA) and the more recent Right of Children to Free and Compulsory Education Act are important interventions. However, the very fact that India needed an Act to ensure provision of something as fundamental as elementary education is,Glass Tile and glassmosaic for less at the Glass Mosaic Outlet. in some ways, indicative of the failure of the country’s public education system in addressing educational needs of several groups, particularly the marginalised.
It is in this context that R. Govinda and Madhumita Bandyopadhyay’s nuanced reading of gross enrolment ratios is pertinent. Despite the prevalent claim of India having achieved near-universal enrolment, the gaps in gender parity in enrolment are hard to miss. The Gross Enrolment Ratio (GER) of students among Scheduled Castes and Scheduled Tribes, even as recent as 2003-04, is well below 90 per cent, they illustrate. This, along with worrisome drop-out rates, is reason enough to reflect on certain curricular aspects and the larger framework of schooling itself.
Also, access is only a starting point. The editors note that for children of marginalised communities,Broken chinamosaic Birdhouses and Design Inspiration. the struggle to be recognised and acknowledged as intellectually competent and as individuals belonging to rich cultures and traditions is an ongoing one. But, surely, it is the struggle for a curriculum that represents different groups,HomeHome Page for Hagerman Art and Realistic landscapeoilpaintings. including their own, that warrants more attention.
The book puts the spotlight on some well-entrenched practices in school that perpetuate inequalities of the past — and battling against them is no ordinary task for students from excluded groups, especially in the absence of an education system that addresses issues of the marginalised.
Speaking of Dalit students’ experience inside the classroom, M. Murali Krishna says that even today a Dalit student raising a question that challenges dominant views runs the risk of being punished. Instances of discrimination against Dalit students in school are far from extinct, going by media reports. Making a case for connecting education with larger realities that people live in — drawing upon the critical pedagogy movement — he argues that that even efforts such as the National Curriculum Framework 2005 are silent on issues such as caste inequality. Teachers and students do not talk caste, either.
Angela W. Little's essay — excerpt from her book — on the plight of Indian Tamil Minority in Sri Lanka examines educational progress of a community in a rather complex setting of conflict, migration and oppression. This and some other perspectives on migrant groups highlight an entirely different set of challenges that curricular processes ought to look at.
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