Curriculum
Construction From
the Below
Case of
Chhattisgarh
Dr Mahendra Kumar
Mishra
Sanjay Gulati
State Head IFIG
Chhatti...
Learning from Experience
 Teaching that does not emerge from the
experience of learning cannot be learned by any
one.-Pau...
India: Three kinds of Learning that
India perceived and constructed
 Imitative –follow others – no thinking
 Educative –...
From School To Society
19- 20 th century education was mainly based on
schools and classroom , knowledge determined by
few...
Cultural democracy rests on
Indian constitution
 promoting cultural diversity, and the right to
culture for everyone in o...
Shift in education
 No teaching without learning
 Ethical nature of human education
 Child is a subject , not object ,r...
Chil Schools Indian context
 Different languages
 Different religion
 Different ethnic groups
 different cultural back...
 The formal approach, of equality of
treatment in terms of equal access or
equal representation for girls, is
inadequate....
 Marginalized learners, and especially
girls, to claim their rights as well as
play an active role in shaping
collective ...
A Classroom with Equity
 To make it an inclusive and meaningful experience
for children
 To move away from a textbook cu...
Understanding Others
 Different make-beliefs on other’s
,language,ethinicity, religion
 (we all enjoy holidays of other ...
 Why
 Traditional social biases
 Mind set of untouchability( high /low)
 Behaviour /Body language
 Cultural attitude
...
Physical Access Only ?
 Marginalized children have physical access to the
school
 But they are intellectually neglected
...
How our curriculum contains
cultural diversities
 Uniform curriculum and textbooks have little
space for cultural diversi...
Conventional Teachers
 Faithful follower of text books ( course completion
syndrome )
 Only what is written is knowledge...
In Chhatishgarh
what do we see in realities
 Inter-district disparity in the state
 (one district 80% literate in Durg a...
map
 Chhatishgarh
Chhatishgarh In Brief
 About 2.55 crore people in the state
 32 % scheduled tribes and 12 % scheduled
castes : 80% peopl...
 paddy crop 63 % farmers
 Labourers 56 %
 Agriculture 46 %
 Traditional farming 64 %
 Cottage industry 12.7 %
 Fishe...
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 othe...
Can We Solve ?
 Out of these social groups of CG , which category we
all are belong to ?
 Do we really have examined our...
State Vision On School Curriculum
Jan Rapat- CG HRR- 2005
 Education must ensure application of
knowledge to every day li...
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Visioning workshop on curriculum scf2013

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All these presentation are based on empirical experienice from Chhattishgarh- while working on curriculum reform and teacher training programme.

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Visioning workshop on curriculum scf2013

  1. 1. Curriculum Construction From the Below Case of Chhattisgarh Dr Mahendra Kumar Mishra Sanjay Gulati State Head IFIG Chhattisgarh,IIndia
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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)
  17. 17. map  Chhatishgarh
  18. 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. 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. 20. 23 minor forest products 32 type of roots Fire wood from the forest 45 % Furniture 21 % Medicine 23 % MFP 49 %
  21. 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. 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. 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

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