Curriculum Reform in Chhattishgarh Looking From the Below 2013

7/30/2019 Curriculum Reform in Chhattishgarh Looking From the Below 2013

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CurriculumConstruction From

the BelowCase of Chhattisgarh

Dr Mahendra Kumar Mishra

State Head IFIG

Chhattisgarh,India


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Learning from Experience

Teaching that does not emerge from the experienceof learning cannot be learned by any one.-Paulo Friere

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

blame students for their failures or strip students ofthe knowledges they bring to the classroom

Joe L Kincheloe

On Critical Pedagogy


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India: Three kinds of Learning that

India perceived and constructed

Imitativefollow othersno thinking Educativefollow otherssome thinking

Intuitive - follow self critical thinking

Based on two words Sradhha-ban Labhate Jnanam( Sradhha)process

Sa Vidya Ya Vimuktaye( Mukti ) end Result


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From School To Society

19- 20 th century education was mainly based on schools

and classroom , knowledge determined by few.

Society to School

21 centurycurriculum determined by cultural

democracy, by many


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Cultural democracy rests on

Indian constitution

promoting cultural diversity, and the right toculture for everyone in our society and around the

world;

encouraging active participationin community

cultural life;

enabling people to participate in policy

decisionsthat affect the quality of our cultural lives;

and assuring fair and equitable accessto cultural

resources and support.


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Shift in education

No teaching without learning Ethical nature of human education

Child is a subject , not object ,respect childrens

knowledge

From hypocritical moralism to democratic realism

knowledge from transformation to construction-

reconstructionby both T and C

Ever increasing creative curiosity by T and C


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Chil Schools Indian context

Different languages

Different religion

Different ethnic groups

different cultural background

Teachers as authority (on the chair ) andchildren in culture of silence (sitting on the

ground)Is the school replicate our inherited colonialmind set ?


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Marginalized learners, and especiallygirls, to claim their rights as well asplay an active role in shaping

collective life, education mustempower them to overcome thedisadvantages of unequal

socialization and enable them todevelop their capabilities of becomingautonomous and equal citizens.(p.6)


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A Classroom with Equity

To make it an inclusive and meaningful experiencefor children

To move away from a textbook culture to connectwith childrens life

Child centered pedagogy: Gives primacy to childrens experiences

gives primacy to their voices

gives primacy to their active participation


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Understanding Others

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

(we all enjoy holidays of other religion but wedont know the background)

Do we know the history of Hindu festivals? Do we know about the Muslims and Christians

literature ?

Why we fail in understand them ?

Is there any source in our education to know theirculture?

Do we respect the childrens festivals that is notincluded in our calendar of holidays


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Why

Traditional social biases Mind set of untouchability( high /low) Behaviour /Body language Cultural attitude Sitting arrangement in classroom gender disparity based space management priority to upper caste children and importance

to upper caste teachers Neglect to Adivasi and Dalit children ll these are invisible in our mind set..


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Physical Access Only ?

Marginalized children have physical access to theschool

But they are intellectually neglected

Rich human values of Adivasi is not discussed

Dignity of labour of workers are not respected

Contribution of Muslims are ignored

Tolerance of women and girls are ignored

Service of Christians are misunderstood


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How our curriculum contains

cultural diversities

Uniform curriculum and textbooks have littlespace for cultural diversities

Local social, religious or linguistic diversities arenot discussed in the classrooms

Curriculum designers / Textbook writers andteachers always chant mainstream mantra


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Conventional Teachers

Faithful follower of text books ( course completionsyndrome )

Only what is written is knowledge and others arenot (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 and school


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In Chhatishgarh

what do we see in realities

Inter-district disparity in the state (one district 80% literate in Durg another is below

50 % in case of tribal districts )

Monolingual , mono-cultural curriculum in

multilingual classroom No mention of social strength

( multiethnic and multi cultural society)


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map

Chhatishgarh


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Chhatishgarh In Brief

About 2.55 crore people in the state 32 % scheduled tribes and 12 % scheduled castes :

80% people stay in rural areas

44 % forest land and 65 % forest in 44 % forest land.

60% people depend on forest products

82 % people depend on wage agriculture

78 % people in rural areas practice agriculture small

farmers 56 %, medium 30 %, high 13 %


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paddy crop 63 % farmers

Labourers 56 %

Agriculture 46 %

Traditional farming 64 % Cottage industry 12.7 %

Fisheries 16 %

Cattle 24 %

Rural employment 18.3% Employment 3.61 lakh in CG,

85% male, 15 % female employees


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And

23 minor forest products32 type of roots

Fire wood from the forest 45 %

Furniture 21 %

Medicine 23 %

MFP 49 %


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Issues

Decreasing rain fall and water crisis Decreasing forest , loss of natural resources

Migration from CG to other states

Inter-district disparity ( poverty ? Illiteracy?

Gap of urban and rural > all roads leads to Raipur

Traditional knowledge vrs technological knowledge (

what to choose )

Economic growth ( unequal growth Social cohesion( rift between rich and poor)

Counterbalance between local and global


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Can We Solve ?

Out of these social groups of CG,which category we all

are belong to?

Do we really have examined our state status in the light of

these human and natural resources and challenges? Or we have just ignored it , considering that this is some

ones responsibilities. My role is to teach!! Not to think

beyond it !


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State Vision On School Curriculum

Jan Rapat- CG HRR- 2005

Education must ensure application of knowledge toevery day life.

Education must provide wider opportunity to people

curriculum should use local references and should be

contextual. To ensure quality in education , expertise to be build in

state to ensure capability of children in education

Curriculum should incorporate eco-cultural

knowledge


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Way forward ..

Now can we prepare a curriculum which serves fromthe below to represent the mot marginalised people of

this state to bring a equitable education

Can the educators visualise the span of history and

create a space for those who have been marginalised. Can the cultural democracy prevail upon the taditional

hegemonic culture and liberate the people in silence of

culture ?


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Thank you

[email protected]

Documents

Curriculum Reform in Chhattishgarh Looking From the Below 2013