Visioning workshop on curriculum scf2013
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The document discusses curriculum development in the context of Chhattisgarh state in India. It emphasizes developing a curriculum that is culturally democratic and rooted in the experiences of students from diverse backgrounds in the state. It notes the cultural, linguistic, ethnic, and religious diversity present in Chhattisgarh's population and schools. It argues that the current curriculum ignores these diversities and favors only mainstream knowledge. It calls for making education more child-centered, connected to students' lives outside school, and empowering for marginalized groups like girls and underprivileged castes.
Visioning workshop on curriculum scf2013
- 1. Curriculum Construction From the Below Case of Chhattisgarh Dr Mahendra Kumar Mishra Sanjay Gulati State Head IFIG Chhattisgarh,IIndia
- 2. Learning from Experience Teaching that does not emerge from the experience of 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 of the knowledges they bring to the classroom Joe L Kincheloe On Critical Pedagogy
- 3. India: Three kinds of Learning that India perceived and constructed Imitative –follow others – no thinking Educative – follow others – some thinking Intuitive - follow self critical thinking Based on two words Sradhha-ban Labhate Jnanam( Sradhha)process Sa Vidya Ya Vimuktaye( Mukti ) end Result
- 4. From School To Society 19- 20 th century education was mainly based on schools and classroom , knowledge determined by few. Society to School 21 century – curriculum determined by cultural democracy, by many
- 5. Cultural democracy rests on Indian constitution promoting cultural diversity, and the right to culture for everyone in our society and around the world; encouraging active participation in community cultural life; enabling people to participate in policy decisions that affect the quality of our cultural lives; and assuring fair and equitable access to cultural resources and support.
- 6. Shift in education No teaching without learning Ethical nature of human education Child is a subject , not object ,respect children’s knowledge From hypocritical moralism to democratic realism knowledge from transformation to construction- reconstruction –by both T and C Ever increasing creative curiosity by T and C
- 7. Chil Schools Indian context Different languages Different religion Different ethnic groups different cultural background Teachers as authority (on the chair ) and children in culture of silence (sitting on the ground) Is the school replicate our inherited colonial mind set ?
- 8. The formal approach, of equality of treatment in terms of equal access or equal representation for girls, is inadequate. Today, there is a need to adopt a substantive approach, towards equality of outcome, where diversity, difference and disadvantage are taken into account.(p.6) contd…
- 9. Marginalized learners, and especially girls, to claim their rights as well as play an active role in shaping collective life, education must empower them to overcome the disadvantages of unequal socialization and enable them to develop their capabilities of becoming autonomous and equal citizens.(p.6)
- 10. A Classroom with Equity To make it an inclusive and meaningful experience for children To move away from a textbook culture to connect with children’s life Child centered pedagogy: Gives primacy to children’s experiences gives primacy to their voices gives primacy to their active participation
- 11. Understanding Others Different make-beliefs on other’s ,language,ethinicity, religion (we all enjoy holidays of other religion but we don’t 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 their culture? Do we respect the children’s festivals that is not included in our calendar of holidays
- 12. 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..
- 13. Physical Access Only ? Marginalized children have physical access to the school 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
- 14. How our curriculum contains cultural diversities Uniform curriculum and textbooks have little space for cultural diversities Local social, religious or linguistic diversities are not discussed in the classrooms Curriculum designers / Textbook writers and teachers always chant “mainstream” mantra
- 15. Conventional Teachers Faithful follower of text books ( course completion 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 children’s knowledge and environment No or less connectivity with village and school
- 16. 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)
- 18. 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 %
- 19. 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
- 20. 23 minor forest products 32 type of roots Fire wood from the forest 45 % Furniture 21 % Medicine 23 % MFP 49 %
- 21. 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
- 22. 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 one’s responsibilities. My role is to teach!! Not to think beyond it !
- 23. State Vision On School Curriculum Jan Rapat- CG HRR- 2005 Education must ensure application of knowledge to every 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