Dalit Discourse in Indian Education Dhanaraju Vulli Essay Example for Free

Dalit Discourse in Indian rearing Dhanaraju Vulli EssayAbstr human actionthither are twain types of initiate agreement India in the field of median(a) of instructional activity i.e the regional quarrel system and the slope phrase system. There is a low-cal cut division between the uppers castes elect children and Dalit children in conkting of side of meat modal(a) direction in Indian fraternity. The Dalits children are given teaching methodal activity in regional speech schools slice slope phrase school pedagogics is meant for the upper castes children. This division has always been reflecting between government and chthoniccover position median(a) schools. In the name of stimulate tongue the state and the upper caste elite always accommodate the regional medium of instruction in the policy making. This was champion of the current problems in Indian educational system. This paper send word be landmarkd into quartette rives. The first part lea d highlighting the language policy after(prenominal) Indian Independence.The second part discusses the concept of induce tongue and its vastness in the scopeualizing of educational discourse in India. In the third part I would highlight the current study on language policy and its importance in the Indian educational system. This is truly important in the understanding of governing of medium of language in the present educational discourse. The last part deals with the rejoinder of the Dalits towards the slope education and how they attack the upper caste nature towards regional medium education. In an crusade to locate the importance of educational policy in the wider socio-historical and semipolitical context, I will address anideologic deconstruction of politics of mother tongue in the present Indian educational system.Keywords English education, language, mother tongue, globalization.IntroductionThe question as to which language should be exercisingd as a medium of i nstruction in country like India is a debatable subject. The question is often posed in binary star terms Should the medium of instruction be a regional language or English? dustup is a vehicle for learning as well as expression of ideas. An advanced language (English) helps in mentally provide people tocommunicate each other across the world. On the other hand, an developing language has its limitations. It keeps people underdeveloped, more so those in deprived sections. The school system is divided into two types in the context of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between theuppers castes elite children and Dalit children in getting of English medium education in Indian society. The dalitscholderns are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting betweengovernment and private E nglish medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system.India. In the third part I will highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part discusses the reaction of the Dalits towards the English education and how they attack the upper caste nature towards business office of mother tongue in the Indian education .In an attempt to locate the importance of educational policy in the wider sociohistoricaland political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system.Historical View of the Language Policy in IndianEducationThe historical put one over of the evolution of the language policy in India let know us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the formulation of the language policy. The Indian constitution has provided that the primary education must be taught through the mother tongue or regional language.However, a post postdate of language instruction in the country exposed that of the 1652 mother tongues listed by the 1961Census, there are 51 languages which are spoken by more than The present paper can be divided into four parts. The first part 100,000 people each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their aver, and only the remaining 35 languages are accepted as The second part discusses the concept of mother tongue and its media of instruction at the school level1. English is a common importance in the contextualizing of educational discourse inlanguage and it is an obligatory langua ge in the higher education The subject field Council of EducationalDocumented the demand and importance of English language inthe position paper in radio link with the National Curriculum The Indiangovernment has been following three-language example (2005) as they stated English in India today is a formula in Education as the National management on Education symbol of peoples aspirations for grapheme in education and fuller 1964-1966 recommended. Subsequently three-language formula participation in national and international life The level of in Education was reflected in the National Education Policies of introduction of English has now bewilder a publication of political 1968 and 1986.The Commission said that the three-language response to peoples aspirations, rendering almost irrelevant an system is an appropriate formula for the Indian school education academic debate on the merits of a very early introduction. and it can be good approach to accommodate different languag e The Commission also mentioned that English will continue to people scarcely it has been criticized by the different sections in the taste a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university compass point, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the of import Government and in many of the states. Even after the regional languages become media ofopposed the imposition of Hindi language on south India.Higher education in the universities, a working knowledge of There is no proper planning for formulating language policy in English will be a valuable asset for all students and a India. It can be seen as a question of status planning rather than reasonable proficiency in the language will be necessary for achievement planning. Finally, the three- language formula has those who proceed to the university. been emerged as a policy after el aborate debates and discussions among political and academic peoples with interest of national However, there is controversial about the English as a medium of instruction in Indian educational system. The contradiction of multilingual languages.The National center on Group on Teaching of English has taken astrong position in connection with English language question The Central Advisory Board on Education also discussed on the English is in India today a symbol of peoples aspiration for issue of English language and recommended that English must quality in education and a fuller participation in national and be compulsory subject in the schools from 6th class onwards and international life. Its compound origins now forgotten or students must acquire enough knowledge of English so as to be irrelevant, its initial role in independence India, tailored to high able to receive education through this English in the higher education now felt to be insufficiently inclusive socially and ed ucation. There is another exploitation took place in the linguistically, the current state of English stems from its development of language policy in India. The first National overwhelming presence on the world stage and the reflection of Education Commission had studied the recommendations given this in the national arena4. by the Central Advisory Board on Education.Finally they came up with conclusion that three-language formula must be include There is an astonishing faith among all sections of the society in in the context ofmultilingual Indian educational system. I argue both rural and urban areas that English has the transformative that once upon a conviction the English language was important part of power language. English is seen not just as a skill language, but a mechanism of exclusion language due to upper caste as a means of a better life, a pathway out of exclusion and nationalists creation as they differentiated native language and suppression from the unequal soci ety. The English language has alien language but now it can be seen as a tool of inclusion. In emerged as a mesomorphic agent for social change in India. the post modern India the English language is important divisor to include all the sections of Indian society. The main reason is an Mother Tongue as the Medium of charge increasing demand for the language which is an important tool There is a popular perspective that advocates the use of mother for the progress and development of the country.Encourage linguistic diversity in schools. This perspective argue that mother tongues are not merely speech varieties but arelanguages that provide social and emotional identity operator toindividuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects watch over for her and an appreciation of her culture. The exclusion of the mother tongues from school hence is seen as harmful to the childs self-importance esteem. concord to Pattanaik5 children are thereby reduced tominorities in their own homes. Extending the realm ofpedagogy, the argument cogitate the acknowledgement andacceptance by the school of the language and culture of the child to a positive identity of self and thereby to effective educational achievement. As Edward says, the rejection of a childs language is tall(a) to enhance feelings of self worth which are important for educational success6. Further, this perspective argues that the right to education in a language that the child understands is a basic human right and an essential segment of equality in education. Pattanaik forcefully observes that to control and dictate the language of access to knowledge is a positive suppression of human talent. It deprives individual and society of free choices, curbs creativity and innovativeness and restricts participation or voltage participation in multiple spheres of human interaction, thus imposing limits on freedom.Current bowl o ver on Medium of InstructionCurrent language politics in India is an exemplary case of the issues and controversies touch linguistic globalization. A primary characteristic of linguistic globalization is the increasing spread and domination of the English language, which we cancapture by the term global English8. As a post-colonial democracy, India provides a context for examining linguistic globalization that is generalizable to other cases. Furthermore, in juxtaposition to the homogenizing tendency of global English, India embraces multilingualism its federal system is ground on its linguistic diversity.Indias first Prime Minister, Jawaharlal Nehru, a modernsocialist at warmth and one of the premier leaders at the 1955 Bandung conference, was utterly convinced of this linkagebetween the English language and technology and modernity9.Yet he also discovered India through its rich and enduring diversity. He determine the adivasi, or tribal, cultures of India as much as, if not mo rethan, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance approach pattern. of mother tongue in the multi-lingual country like India as One 10of the significant commonalties of the Common School System As well documented by Robert King (1998), Nehru, as well as will be the plurality of mother tongues in fighting(a) interface with many others feared that the major regional languages of multilingualism of childs neighborhood. This would duly independent India, such as local languages, could be divisive by include Braille and other sign languages as well. According to fomenting narrow identities, leading to fissiparous tendencies this radical and dynamic conception of language education, that could tear India apart. The narrative of English as the mother tongue with a multi-lingual interface is acknowledged as language of modernity and regional languages such as regional th e most potent medium of education to enable the child to i. as pre-modern, parochial and even reactionary was well given the nostalgia forthink, analyze and act ii. acquire, internalize and transform launch in Nehruvian India.Today, modern language knowledge critically iii. Learn other the caliber of Nehrus leaders , such Nehruvian narratives languages, including English, proficiently iv.catalyze cultural still resonate. Indeed, many of Indias political and economic and literary spiritual rebirth v. Negotiate with the dominant process leaders today espouse the Nehruvian language political orientation. of alienation with advantage, thereby avoiding being pushed-out and vi. Question and resist oppression and explore the path of Nandan Nilekani, the co-founder of Infosys Company has put it in India today English is a symbol of an economy comes ofage12. It is the language of international business, science and This approach believes in quality education. The quality research. In con trast, Nilekani depicts supporters of Kannada in education begins with mother tongue.Mother tongue is very the English-versus-Kannada controversy as flag-waving(a) and important that gives high levels of ability in learning many ideologically and politically motivated. As part of Nilekanis languages in India. Indian constitution also acknowledged the accusation of the ideological nature of pro-Kannada forces is the importance of mother tongue language as the National Curricular claim that they are denying access to English to those who have Framework, 2005 and the Right of Children to free and historically been the have-nots in Indian society, in particular the Compulsory Education Act, 2009 provided the mother tongue as lower-castes and the lowest-of-the low, the Dalits or tool for development critical thinking. However, for most Untouchables. children, particularly for the tribal and minority languagechildren, there is no provision for education in the mother This language ideolog y of English as a skill, a key or tongue. Education of such children imposes an unfamiliar school passport critical for upward mobility fits in with a heavy(p)r language on them, which often leads to large scale dropouts. narrative on globalization. This globalization narrative depicts Mother tongue based multilingual education for at least 6 to 8 globalization as inevitable, a force on its own with no one or noentity directing or controlling it. Globalization, in this narrative, regional language schools cannot therefore think of achieving is an autonomous, invisible hand process. The linguistic anything in the globalised economy. dimension of this process is one where English is seen as neutral Accordingly, the divide between the English medium schools and inevitably spreading globally.The regional language schools is a caste-class divide, which In this context, one of the most prominent public intellectuals in can be overcome by the marginalized hijacking the tool of India today , Ramachandra Guha differs with Nandan Nilekani exclusion, English17. As the leaders of a Dalit Association in and claim that support for Kannada is not chauvinistic, except Hyderabad Central University, put it The middle class and the when the private heavens is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and indeed pet for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of ever-changing the official name of Bangalore to the these people were denied an opportunity to learn English18. For more Kannadiga Bengaluru, according to Guha it is not these Dalit leaders, those opposing English in state schools are legitimate for regional language enthusiasts to economically regressive and darkEnglish, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-M arathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. soft liberalism reason out seems to have been the basis for the Karnatak High Court decision in the summer of 2008 against the In the central schools the medium of instruction is where the state government mandating Kannada as the medium of upper castes and other central government employee children get instruction in private schools13. The courts decision repeatedly the education. Even though the children of a few reserved referred to the freedom of parents to make choices for their category employees children benefit from these schools, the children, i.e., the freedom of the individual and, by extension, divide between the English medium schools and the regional the market based on individual choices.Language schools is a caste or class divide based on social and economic category. The divide itself was created by upper caste More recently, Kannada activists have been seeking classical i ntellectuals for their own vested interest. Since the days of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space opened up for investingthat the colonial rule particularly Lord Thomas Macaulay had Kannada speakers with the righteous content of a community. In introduced English education that convert local people into other words, to act politically, i.e., to make political claims, clerks to serve in colonial government. The real character of the regional language activists remove to build community, and invest English education was emphasized by Lord Machulay often that community with good content.There is indeed Kannada quoted flourish India in blood and the colour but European in chauvinists who prophesy an exclusive Kannadiga identity14, task and manner, the educational enterprise of the Government giving a divisive and redoubted15 or particularist at all level s of education remained within the confines of protectionist content to their politics. But we take away not condemn colonial needs and did not break the limits of colonial interest. all pro-local language politics as such. Language politics in India With this concept, colonial education elevated western is contested because of the moral content with which many local knowledge and culture that represented the colonizer. For language activists have been able to get through the community, i.e., instance, Grants, the East India Company officer stated that for with a political transformation that is empowering and moral. the continuation of British rule it was necessary to create a class of Indians that people brought about only from the western knowledge. This perhaps, was a internal consequence of the ideas Dalit Discourse on Medium of InstructionReferences17. Aggarwal Kailash S., English, Laloo a Bihari Story, The Independent, (Bombay), 23rd September, (1993)Chaturvedi M.G and Mah el B.V., Position of Languages inSchool Curriculum in India, NCERT, wise Delhi, (1976)18. Interview with Mr. Gummadi Prabhakar and Dara Sumanleaders of Ambedkar Students Association, HyderabadAgarwal S.P. (ed )., Commissions and Committees in India,Central University, Hyderabad, Dated twelfth May, (2013)Vol. 5, Concept Publishing Company, New Delhi, (1993)Government of India., Report of the National Knowledge 19. Terry Eagleton, Ideology,( Longman, New York), 13,(1996)Commission, New Delhi, (2007)NCERT National Council of Educational Research and 20. Dalit Freedom Network http//www.nd Dalit network. org/go?/dfn/about/C33/, Accessed on 22 May, (2013)Training, National Focus Group Position Paper onTeaching of English, NCERT, New Delhi, 1, (2006)International Science relation back Association