Dalit Discourse in Indian Education Dhanaraju Vulli Essay

Abstract in that location argon two types of school system India in the issue of ordinary of affirmation i.e the regional linguistic process system and the side talking to system. in that respect is a clear cut division surrounded by the speedings clubs elite shaverren and Dalit tykeren in acquiring of side mean(a) command in Indian society. The Dalits children are stipulation cultivation in regional diction schools while incline verbiage school raising is meant for the pep pill castes children. This division has always been reflecting between governing body and private face medium schools. In the name of fuck off dialect the disk operating system and the upper caste elite always fix the regional medium of instruction in the policy making. This was one(a) of the genuine problems in Indian state of mattermental system. This paper squirt be split into four jumps. The first part bequeath mellowlight the lyric poem policy afterwards Indian Indepe ndence.The second part discusses the concept of get down glossa and its magnificence in the contextualizing of educational discourse in India. In the leash part I would highlight the current debate on talking to policy and its importance in the Indian educational system. This is very of the effect(predicate) in the sagacity of politics of medium of language in the take hold educational discourse. The closing curtain part deals with the solvent of the Dalits towards the position education and how they onslaught the upper caste nature towards regional medium education. In an seek to locate the importance of educational policy in the wider socio-historical and policy-making context, I pull up stakes address anideological deconstruction of politics of baffle vernacular in the present Indian educational system.Keywords side of meat education, language, dumbfound dialect, globalization. conceptionThe psyche as to which language should be riding habitd as a medium of instruction in country like India is a tough subject. The question is often posed in binary terms Should the medium of instruction be a regional language or position? Language is a vehicle for learning as good as expression of ideas. An advanced language ( face) helps in mentally provide mickle tocommunicate each other across the world. On the other hand, an underdeveloped language has its limitations. It keeps battalion underdeveloped, more so those in deprived sections. The school system is dissever 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 between governing an d private English 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 program lineal 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 eventful in the understanding of politics of medium of language in the present educational discourse. The last part discusses the response of the Dalits towards the English education and how they attack the upper caste nature towards role 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 descry of the Language Policy in Indian educationThe historical visualize of the evolutio n of the language policy in India let k promptly us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the radiation diagramtion of the language policy. The Indian constitution has provided that the primary education essential be taught through the mother tongue or regional language.However, a status survey of language instruction in the country assailable that of the 1652 mother tongues listed by the 1961Census, there are 51 languages which are speak by more than The present paper can be sort outd into four split. The first part 100,000 heap each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their own, 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 language in the higher(prenominal)(prenominal) education The theme Council of EducationalDocumented the demand and importance of English language inthe position paper in connection with the subject field Curriculum The Indian administration has been following three-language Framework (2005) as they verbalize English in India today is a formula in Education as the National Commission on Education symbolisation of peoples aspirations for quality in education and fuller 1964-1966 recommended. Subsequently three-language formula exponentiation in bailiwick and international life The level of in Education was reflected in the National Education Policies of introduction of English has now become a matter of political 1968 and 1986.The Commission said that the three-language response to peoples aspirations, rendering al about irrelevant an system is an suppress formula for the Indian school education pedantic debate on the merits of a very other(a) introduct ion. and it can be right rise to accommodate different language The Commission excessively mentioned that English will continue to people exclusively it has been criticized by the different sections in the enjoy a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university stage, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the telephone exchange Government and in some of the states. even up after the regional languages become media ofopposed the imposition of Hindi language on south India.Higher education in the universities, a working association of There is no proper planning for formulating language policy in English will be a valuable addition 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- lang uage formula has those who last to the university. been emerged as a policy after elaborate 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 Focus 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 sixth mannikin onwards and international life. Its colonial 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 education. There is another development 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 determination that three-language formula must be included There is an astonishing corporate trust 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 time the English language was classic part of power language. English is seen not just as a adroitness 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-born language and suppression from the unequal society. The English language has alien language but now it can be seen as a beak of inclusion. In emerged as a powerful agent for social diversity in India. the post modern India the English language is important means to include all the sections of Indian society. The main reason is an Mother spittle as the Medium of Instruction increasing demand for the language which is an important tool There is a popular placement that advocates the use of mother for the progress and development of the country.Encourage linguistic diversity in schools. This side argue that mother tongues are not merely speech varieties but arelanguages that provide social and emotional identity toindividuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects respect for her and an appreciation of her culture. The exclusion of the mo ther tongues from school hence is seen as harmful to the childs self esteem.According to Pattanaik5 children are thereby reduced tominorities in their own homes. Extending the realm ofpedagogy, the argument colligate 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 unlikely to fire 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 ingredient of equality in education. Pattanaik forcefully ob servicings that to control and dictate the language of overture to knowledge is a positive suppression of human talent. It deprives individual and society of impeccant choices, curbs creativity and innovativeness and restricts participation or potential participa tion in ten-fold spheres of human interaction, thus imposing limits on exemption.Current surround on Medium of InstructionCurrent language politics in India is an exemplary case of the issues and controversies surrounding linguistic globalization. A primary feature 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 apposition to the homogenizing tendency of global English, India embraces multilingualism its federal system is based on its linguistic diversity.Indias first Prime Minister, Jawaharlal Nehru, a modernsocialist at heart and one of the premier leaders at the 1955 Bandung conference, was utterly confident(p) of this linkagebetween the English language and technology and modernity9.Yet he also discovered India through its rich and endur ing diversity. He treasured the adivasi, or tribal, cultures of India as much as, if not morethan, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance rule. of mother tongue in the multi-lingual country like India as i 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 dynamic interface with many others feared that the major regional languages of multilingualism of childs neighborhood. This would duly independent India, such(prenominal) as local anesthetic languages, could be divisive by include transcribe and other sign languages as well. According to fomenting narrow identities, leading to breakaway tendencies this radical and dynamic conception of language education, that could tear India apart. The record of English as the mother tongue with a multi-lingu al interface is acknowledged as language of modernity and regional languages such as regional the 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, assign and transform established in Nehruvian India.Today, modern language knowledge critically iii. Learn other the caliber of Nehrus leadership , such Nehruvian narratives languages, including English, proficiently iv.catalyze cultural still resonate. Indeed, many of Indias political and economic and literary renaissance v. Negotiate with the dominant process leaders today dramatize the Nehruvian language ideology. of alienation with advantage, thereby avoiding being pushed-out and vi. Question and resist onerousness 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, sc ience and This approach believes in quality education. The quality research. In contrast, Nilekani depicts supporters of Kannada in education begins with mother tongue.Mother tongue is very the English-versus-Kannada controversy aschauvinistic 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 languagec hildren, there is no provision for education in the mother This language ideology of English as a skill, a key or tongue. Education of such children imposes an unfamiliar school flip critical for upward mobility fits in with a larger 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(prenominal) 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, lightless hand process. The linguistic anything in the globalised economy. dimension of this process is one where English is seen as neutral Accordingly, the turning point 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 promine nt 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 sector is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and so preferable for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of 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 opponent English in state schools are legitimate for regional language enthusiasts to economically regressive and biasedEnglish, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-Marathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. soft liberalism reasoning seems to have been the basis for the Karnatak High Court last 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 end 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 cr eated by upper caste More recently, Kannada activists have been seeking classical intellectuals for their own vested interest. Since the years of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space capable up for investingthat the colonial rule particularly professional doubting Thomas Macaulay had Kannada speakers with the moral content of a community. In introduced English education that substitute 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 essential to build community, and invest English education was emphasized by Lord Machulay often that community with moral content.There is indeed Kannada quoted flourish India in blood and the colour but European in chauvinists who preach an exclusive Kannadiga identity14, task and manner, the e ducational enterprise of the Government giving a divisive and dangerous15 or particularist at all levels of education remained within the confines of protectionist content to their politics. But we need not denounce 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 inebriate the community, i.e., instance, Grants, the East India Company officer stated that for with a political faulting 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 natural aftermath of the ideas Dalit Discourse on Medium of InstructionReferences17. Aggarwal Kailash S., English, Laloo a Bihari Story, The Independent, (Bombay), twenty-third September, (1993)Chaturvedi M.G and Mahel B.V., nonplus of Languages inSchool Curriculum in India, NCERT, in the buff Delhi, (1976)18. call into question with Mr. Gummadi Prabhakar and Dara Sumanleaders of Ambedkar Students Association, HyderabadAgarwal S.P. (ed )., Commissions and Committees in India,Central University, Hyderabad, Dated 12th 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 sexual intercourse Association