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.

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)

17. map
 Chhatishgarh

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