Education of Tribal Children

8/14/2019 Education of Tribal Children

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Dr MK MishraOPEPA


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There is no quality in an education

where every thing is based on aculture other than ours. Our culture

..

We want to share it for the benefit

of human kind.

Ole Henrik Maga ,President of the UN permanent forum for indigenous

issues,


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Consider a situationConsider a situation

Patient :

Bab-mian asu dattinj Doctor: What is that

Patient : Asu datinj

Doctor: Let me test(testing)

Patient : kantid (not this )

me what happened to you

Patient :(showing his head) Bab-mianj Asu datinj

Doctor: Oh, I don'tunderstand what you say.


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What do people lose when they give up

speaking their mother tongue with their

children? Is it important for us to be a linguistically

diverse country with 1,635 MTs vrs 122

languages? Should we be confined to the state

language ignoring all these ?

Why Hindi lost its importance ?

Is really English necessary for all of us ?


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187 languages in India are under threat of

disappearing; 9 are already extinct, according to

UNESCO's e-atlas released in February , 09

s s no v o a on o uman r g swhile linguistic rights are protected bothunder the Indian Constitution (Article 29(1) & Article 350 A)

Mother Tongues endangered due togovernment neglect Meher Ali, Hindustan TimesNew Delhi, December 09, 2009


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It could be that schooling is

actually leading to language loss

amongst tribal communities asmore people aspire to learn Hindi

or English in schools. http://www.hindustantimes.com/News-Feed/india/Mother-Tongues-

endangered-due-to-government-neglect/Article1-484689.aspx


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62 Scheduled Tribes

26 are spoken

Where are the rest of the triballanguages ?

What are the reasons ?

Does the mainstreaming leads

to linguistic genocide ?


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Elwin Commission

Dheber Commission National Policy of Education -1986

Programme of Action 1992

National Curriculum Framework 2005 Position Paper on SC/ST Education 2007

Right to Education Bill 2009 (MT education)

Did we translate the Commissionsrecommendations in to action ?

If not why ? If yes How ?


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Language and culture of the child is

foundation of learning Content of the curriculum and text book

from the cultural context

provide culturally responsive school andsensitive teachers

Measurable achievement of children

But what are the barriers in education?


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The formal approach, ofequality of

treatment in terms of equal access

or equal representation for girls, isinadequate. Today, there is a need to

towards equality of outcome, where

diversity, difference and

disadvantage are taken intoaccount.(p.6)


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education must empower the

tribal girls to overcome thedisadvantages of unequal

socializationand

enable them to develop theircapabilities of becoming

autonomous and equalcitizens.(p.6)


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Children from 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 ?


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LEARNERS LEARNINGDIFFICULTUES

TEACHERS TEACHINGDIFFICULTIES

Language of text book

Content

How to teach if thechildren's language isdifferent

Learning atmosphere

Threatened self image

School as a non

responsive place

Negative attitude andbehaviour

Lack of professionalskill on addressingbilingual classroom


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Student ,community school relation


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High dropouts

Low achievement

Failure in achieving national goal

Loss of human resource

Increase in social discrimination Blocking education and literacy

Non participation of community Violation of children's linguistic

and cultural rights15


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MP, Jharkhand, Chhattisgarh, West

Bengal, AP,Orissa , Maharatsra haveinitiated tribal education in DPEP.

ButNO evidence of a successful tribal education

programme found in the country !!!


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Top Down Approach -State Political Will

Bottom up approach school community

linkage

At least ten years of practice to see the

State policy on education

Indigenous knowledge and literacy skill as

foundation to curriculum, text book, teacher

training development

Academic support to tribal teachers


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Focal theme of MDG 2010 is

marginalization where the formaleducation has to accommodate

diverse culture group in to quality

education

Unless every one is not respected ,no democratic country can get benefit

from school education.


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Ensure access , retention by providing

Res/ Non-res schools, teachers , text books,TLM, MDM , Uniform,

But till date the intellectual side of tribal

education has not yet started in public .


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This include the learning system of

tribal and literacy skills of thecurriculum

quality education where diversity,multilingual and multicultural

context, ethnicity , language andepistemology of the tribal is included

in pedagogy


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Here is aHere is a

situationsituation

A teacher

understand thelanguage of the

children

Panasapada

Ps, Keonjhar


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Learning in mother tongue ( NCF -05, TRE

09 ) to other tongues Curriculum based on cultural context

Multiple text books in MT / Oriya /

ng s Curriculum based on indigenous

knowledge and values

tribal methods of learning to be adoptedin classroom

Intergenerational learning


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1. Learning and teaching as a joint productive

activityUse instructional group activities in which

students and teacher work together to create a

product or idea.2. Developing Language and Literacy skill

across the curriculum

Apply literacy strategies and develop languagecompetence in all subject areas.


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3.Connecting lessons to childrens life for a

meaningful learning

Contextualize teaching and curriculum in students'

ex s ng exper ences n ome, commun y, an

school.

4. Engaging students with challenging lessons

Maintain challenging standards for student

performance; design activities to advance

understanding to more complex levels.


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5.Teaching through conversation than

lectureTeaching through teacher-student dialogue,

aca em c, goa - rec e ,

small-group conversations

(known as instructional conversations),

More childrens activities, less lecture .


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Transformative Teacher Training

1. Sensitization( belief, attitude and knowledge )2. Content and methods( indigenous and

modern combined)

3. Acquisition of second language skill4. How to prepare a lesson from the cultural

content (Teacher as researcher)

5. Co curricular activities to improve schoolclimate

6. school as a community resource center


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Research is a means of understanding

the issues and challenges and makefuture plan

Documentation of successful

programmes for replication


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National Resource support

State Resource CenterFormation of State resource group

community

Developing academic excellence among the

tribal teachers / RPs for future

leadership

Exposure visit to other countries


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Dept. of SC/ ST and Minority Affairs

Dept. of School Education and Literacy National Institutes( CIIL< NCERT )

NGOs/ INGOs


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Baseline survey

Linguistic survey and mapping Strong MIS data in class wise language

speakers ( now in 17 languages )

Language education plan ( school, teachers ,children, text books, curriculum development,

text book production, teacher training, etc .)

Provision of tribal teachers, text books, Provision of teacher training

Budget for implementation


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Community involvement

Prepn. Of Annual Plan and Budget Work out month wise activities

Inbuilt assessment in classroom

Monitoring, feedback and follow up action


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Ongoing maintenance of

tribal education, culture

achievement and build

national identity

Thank you

Education of Tribal Children

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