visioning workshop on curriculum scf2013
DESCRIPTION
All these presentation are based on empirical experienice from Chhattishgarh- while working on curriculum reform and teacher training programme.TRANSCRIPT
Curriculum Construction From the Below
Case of Chhattisgarh
Dr Mahendra Kumar Mishra Sanjay GulatiState Head IFIGChhattisgarh,IIndia
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
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
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
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.
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
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 ?
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…
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)
A Classroom with Equity
To make it an inclusive and meaningful experiencefor 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
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
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..
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
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
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
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)
map
Chhatishgarh
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 %
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
23 minor forest products
32 type of roots
Fire wood from the forest 45 %
Furniture 21 %
Medicine 23 %
MFP 49 %
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
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 !
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