Language in education: Minorities and multilingualism in India

Sridhar, Kamal K.

doi:10.1007/bf00601095

Cited by 31 publications

(13 citation statements)

References 10 publications

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“…A generic reading of the recent research on this theme highlights three major dimensions to the main predicaments the educational project has j o u r n a l o f p e d a g o g y 2 / 2 0 1 9 1 0 6 a r t i c l e s for weaker sections (Patel, 1991;Jena, 1991;Heredia, 1992;Nambissan, 1994;Sridhar, 1996;Sachidanandha, 1999;Govinda, 2002;Sujatha, 2002;Rani, 2009). The first array of findings encompasses socio-economic problems relating to poverty that force children to help in the home and to assist parents with farming and other occupations.…”

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confidence: 99%

Cultural democracy and schooling in India: A subaltern perspective

Manojan

2019

Journal of Pedagogy

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It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellates its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberatory and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.

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confidence: 99%

Cultural democracy and schooling in India: A subaltern perspective

Manojan

2019

Journal of Pedagogy

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“…In regard to the use of local languages in teaching, Sridhar (1996), discussing the Indian context, and Rahman (2003), writing on Pakistan, note that massive early dropout in schools raises the question of language use and language teaching. So, too, with Afghanistan, which has 30 languages, eight of which are spoken widely.…”

Section: Curriculum Developmentmentioning

confidence: 97%

Afghanistan on the educational road to access and equity

Jones¹

2008

Asia Pacific Journal of Education

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With educational policy now in place in the first National Education Strategic Plan for Afghanistan, the country looks set to move further towards achieving the Millennium Development Goals (MDG) now set at 2020. However, as the MDG Vision 2020 for Afghanistan states, the "country has a long way to go to meet the minimum set of goals and targets that it has set for itself. Even in comparison to other conflict-affected and landlocked countries, Afghanistan ranks low". This article examines issues of access and equity in basic education in Afghanistan within the context of the broader sociopolitical context that determines the rate and likelihood of success.

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“…Other studies have also shown that people who grow up in multilingual communities may acquire bare functional competence in many additional languages, and may not worry about the level of ability required to be considered competent in a language ( Van Herk 2012;Sridhar 1996). Against this backdrop, the maximalist definitions of bilingualism, indeed, appear vague.…”

Section: Bilingualismmentioning

confidence: 99%