CIES 2015
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My presentation at the 2015 Annual Conference of the Comparative and International Education Society. The focus was on achievement gap and educational attainment in the marginalized societies in Arunachal Pradesh, India.
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CIES 2015
- 1. Bridging the gap- Is education an equalizer in reducing gender and class inequality in the tribal societies of Arunachal Pradesh, India? Deepti Gupta New York University @Deept1Gupta Washington DC March 12, 2015
- 2. AGENDA Introduction Methodology Research Questions Observations and Findings Discussion: Is Education an equalizer? 2
- 3. 3 Sulung Tribe (Puroiks) Credit: Vishal Gupta
- 4. Bangni (Nyishi) Tribal Youth 4 Credit: Vishal Gupta
- 5. Major Tribes Sulung Tribe (Puroiks)1 Population: 5,443 Villages: 53 Literacy rate: 2% Hunter-gatherers Bangani Tribe (Nishis)2 Population: 53,146 Villages: 400+ Literacy Rate: 38% Swidden farming, Terrace cultivation Source: 1 http://joshuaproject.net/people_groups/18186 2 http://censusindia.gov.in/Tables_Published/SCST/dh_st_arunachal.pdf 5
- 7. Social Learning in the Community 7 Credit: Vishal Gupta
- 8. Methodology Primary Field trips in East Kameng Seppa town ChayangTajo Margingla Bana Mebua Participatory fields methods Semi structured interviews Secondary Literature Review Longitudinal Studies 8
- 9. Research Questions Education as a harbinger of social equality, equitable growth and economic development. What has been the impact of education in fostering economic development and growth in predominantly tribal Arunachal Pradesh? Do the formal concepts of education deprecate the indigenous knowledge systems in these tribal societies? 9
- 10. Education Structure & Programs Informal Learning Institutions Traditional systems of knowledge Oral history and social inheritance Formal Educational Institutions Public school system Private schools Other affiliations Government Programs and Interventions Federal Gov’t- Sarva Sishka Abhiyan State Gov’t initiatives- VIDYA, Guide 10
- 11. 11 Private School, Urban Credit: Stephen Natung
- 12. 12 Credit: Stephen Natung Teachers... but training needs
- 13. 13 Girl power Credit: Swapan Dey
- 14. 14 Memoirs of a boy
- 15. 15 Government School, Rural Credit: Swapan Dey
- 16. 16 Government School, Rural Credit: Swapan Dey
- 19. 19 Annual Day Credit: Swapan Dey
- 20. 20 Mid day meal Credit: Swapan Dey
- 21. 21 A harbinger for social development Source: Survey, n=12
- 22. 22 Source: Survey, n=12 The tribals have their own traditional knowledge. Do you feel tribal culture and their knowledge systems should become a part of your curriculum? This is one thing that is lacking in our whole education system. Actually we are all ready late, there are many things that have vanished. Some traditional knowledge of art, craft, sculpting, music must be included in the education curriculum. We are the people of Arunachal Pradesh and its our duty to make our state proud by having knowledge about our traditional culture, customs etc… we help us to integrate with other states. Toyir Bagra Banta Natung Yes...as there is a saying “Loss of culture is an loss of identity.” Hofe Dada
- 23. Education at Crossroads? Heterogeneous Population- Remedial Education? In the Towns clear distinction, with poor kids going to gov’t schools, and rich kids in private Standardized Curriculum-Is that relevant? English language, kids out of their comfort zone and can’t cope up with changed face of education. Things beyond comprehension- e.g teaching of 21st century skills, Benefits of science and technology- can’t comprehend the benefits Access but Quality Middle class students- lack electricity, resources Poor Kids- no structured time for studies, help in households Teacher training quality, absenteeism, attitudes 23
- 24. The Way Ahead Teacher motivation, training and incentives need to be structured aptly Remedial education programs to get the rural areas at par with the urban and mainstream Education Quality- Books, teaching aids and basic facilities to improve student outcomes Curriculum- Localize curriculum design to include elements of IKS Leveraging traditions and culture to design development programs 24
- 25. Thank You My Students Banta Natung Minu Blayu Jimmy Sonam Toyir Bagra Pungnee Roji Beyong Hofe Dada Aakash singh Lino Thomas Joymoni Beyong Tadung Taku In Arunachal Pradesh Jose Zacariah Mohan Singh PN Joshi Father Thomas Swapan Dey At NYU Prof Dana Burde Prof Hua-Yu Sebastian Cherng 25
Editor's Notes
- I am glad to be here and thanks to CIES for the opportunity. In the next few minutes, I will try and share my experiences and learning in Arunachal Pradesh - a remote, hilly, forested and tribal state in NE India.
- A picture is worth more than a thousand reports, and I wanted to take you through this journey- a longitudinal research over 10 years. Sulung Tribe (Puroiks) Settlement of Sanche Sulung
- This is a photo of a youth from Bangni tribe. If you look closer at the picture, his sword case is made of Bear skin, his headgear of Hornbill beak and a necklace of Leopard tooth. Yet he is wearing a jeans and jacket. This picture depicts the youth at an interesting intersection of modernity and traditions. This context provides background to my research and observations of how in these tribal societies, Education is or can be a harbinger of social change?
- Key thing to note is Low literacy rates Dependence on primary sector of economy as hunter gathers and shifting cultivation
- The map shows the location of the state in NE corner of India, bordering Bhutan to West, China to the North and East, and Myanmar to South. The map also shows the districts in the states and superimposed in red are the major tribes and ethnic groups, Comprising of 26 major tribes and 100+ sub groups The focus in this paper is East Kameng District, HQ Seppa, one of the least literate and backward district of the state.
- Nishi Long House- Family is the social unit- which is the foundation of learning and development- fromagricultural seasons, hunting, mating calls- all the learning is around the hearth- Hearth is the center of learning, but these traditions are under threat. Informal Learning Institutions pre-dominate in these tribal communities. Loss of IKS, on the verge of getting lost Younger generation towards monetized economy Traditional systems not documented, fragmented repositories Scientific community decries, but a cultural practice and way of their life
- Through this research, we wanted to learn how the state and people have come to terms with this policy, in particular the impact on social, cultural, economic and educational set up. With our experience working and living in this remote state for over 5 years, we devised this research.
- The education system in the state and district follows the high level pattern as shown Informal learning and IKS Formal school system- private and public Federal and Sate government interventions My focus is formal education institutions and I would like to compare and contrast a private and public school in sub-urban and rural setting to address my research question.
- Picture of the school and my student School Infrastructure, Facilities, reading material, pen and pencil English teaching emphasis Also social and emotional development of the students
- Teachers there, not formally trained, but integrated well with the tribal students and engaged in teaching and learning by creating right positive environment. Only trained teacher around, Involved in Teacher’s training, mentorship, curriculum design
- School band at the district annual day Integrated learning and all around development
- Journey of accomplishment of one of my students. As I look back, this kid is now doing engineering in India and is a self made fiction author
- Learning Environment Failing to connect- language, culture and traditions