Where is The Teacher?

Apparently, there is a apathy prevailed among the people towards teaching profession and teacher. Teaching is not yet considered a profession because it is poorly paid compare to others job (Doctors, Lawyer, Engineer, etc.) though six pay commissions has come into operation in many states. The basic thrust behind it may be also one cause that teachers are not well trained in schools. They do not know what to teach and how teach effectively. They have come in this profession by chance because they could not realize their ambitious dream. Since Kothari Commission has given the emphasis in the report that training of teachers demand our urgent need attention which enables teachers providing basic skills and competency to become a professional teacher. But so called District Institute of Education Training (DIETs) are not working properly who are meant for to hold the responsibility of pre-service and in-service training for teachers. This has to change, hopefully.

SAFFRON AGENDA AND BRAHMANICAL HEGEMONY IN GUJRAT TEXT BOOK

This is an attempt to examine Gujarat state textbook. The portions of chapters in this book are given very small in size because of it I will be critically looking at three lessons. When we open the school text book of Gujarat state, as they cannot demonstrate direct into classroom so what they do is that they narrate history, nationalistic term and symbol to make students feel proud of it through these textbooks.
The English textbooks produced by Gujarat State Board of gives emphasis on national unity and richness of Indian’s cultural heritage. Each text book opens with the national pledge on the beginning page so that children learn to say early in their school lives: “I love my country and I am proud of its rich &varied heritage” it reflects the post-colonial Indian identity that it has unity in diversity in its culture, religion, linguistic variety. It tries to strengthen the national identity in children mind that India is our (one) country we should always love each other and be loyal towards the nation. As Geetha paper states ‘’in the context of Indian Nationalism, this is particularly important, since from very early times, nationalists drew upon Hindu mythology, religious symbols and feeling, to forge a sense of national unity’’

The intention behind this to indoctrinate children for the sake of national interest and development when they will grow up, they will be obedient citizen and will protect the nation. I am reminded of Althuesser’s IRS (Ideological State Apparatus) schools are tools which impart knowledge and encourage positive attitude towards the state ideology. In school teachers deliberately attempt to inculcate in their pupils an unshakable commitment and loyalty towards state through core objectives of textbook. Those children are drilled by their teachers in such tender age that do not raise the objection to the claim of ideology of state textbook, such as ‘Bharat Mata Ki Jai’. Although children memorize this but never understand what it is meant for. As Manish Jain argues for the same in his paper that ’the curriculum, textbooks and pedagogy of civics practiced even today fails to develop conscious and active citizens. Since civics curriculum gives prime importance for the maintenance of order, following law and obeying the state, it leaves no space for questioning the structures and institutions of state’

Textbook of Social Science std. 5th lesson 1 st’ History of Village’ this chapter describes the history of the village saying that 500 years ago located at the bank of river . Dhunaji rehabilitated that village after his victory over it according to Hindu tradition. ‘‘Since then Rajput, Brahman, Patel, Koli and other people belong to other castes have been living there’’. This lesson prepares a mental image that Hindu used to very brave and victorious. If we ask children about the history of Mogal emperor they do not know. Why? The reason is simple because it is not included in their textbook except Hindu brave king. In words of Shalini Advani ‘it is easy to find out in text book ideology of bourgeois society run through all text, emphasizing social order at all cost’.

Next chapter7 in the same book,(page 17) Eklavya” which describes that students should learn the basic values of Indian culture .This story suggests that in Indian culture Guru’s place is considered to be very high . This lesson reminds me similar instance as Pratima Kale in her article defines ‘the set of attitude, values and expectations associated with the teacher is symbolized in the Indian tradition by word ‘Guru’ ’ She says that Guru was a Brahmana and his students were a selective group drawn from the Brahamana, Kshatriya and Vaisya families. This way this lesson invites a lot criticism. One can say that Eklavya was discriminated by his Guru(Drona) on basis of caste. Being born in a lower caste, Eklavya was refused by Drona to teach him archery. Lower castes were supposed to do only manual labor and mental labor for upper caste. It is obvious that at time education was considered only to get upper caste and it was under control of Brahman cal hegemony. After all when he became an expert of archer then Drona orders him to give his right thumb as Guru-Dashing. Drona deliberately did so that Eklavya can never do practice. This presents the indigenous tradition of India Varna system of caste that was in practice. Now, time has changed and education is considered necessary for all citizens which play a vital role in a development of nation. But one may ask that can Hindus constitute a nation, when they cannot nurture fellow-feeling beyond the boundaries of their respective castes? The simple answer is likely to be never.

Social Sciences standards 6th lesson11, (page 48) Rights and Duties”, which describes students to know their right and duties as citizens. This lesson mentions that” an ideal citizen is one who follow the rules and regulations of our country prevents those who harms the welfare of country, and do not act to ruin the pride of the country” , this is a process of inculcation of duty to respect the national symbols, (mark of the nation, stand, salute the national flag& sing national anthem and national song Vanda Mata ram right from the childhood. Rubin Saigon’s article rightly points that creating critical, agency oriented citizenship but a confirming the submissive citizenship in which the state has all rights and citizen all the duties. Manish join’s paper also noticed that The figure of 'citizen' was also shaped by the nationalist struggle against the colonial power and the subsequent transformation of the nationalist project into post-colonial agendas of power and domination’
Let us move now, Social science standard7(page 49)chapter entitle ‘Great Revolutionaries of India’. This chapter describes history such as the freedom struggle and national leaders. The students watch picture about the important people involved in the revolutionary activities of the Indian independence movement through the bioscope on the occasion of the Martyr’s Day. The class teacher starts the bioscope picture after imparting the revolutionary slogan:
‘’ Sarfaroshi ki Tamanna ,Ab hamare dil mein hai,
Dekhana hai jor kitna Baju-e-katil mein hai. ‘’
Bismil
After that the teacher tells students to remember courageous people who had laid down their lives and become martyr then there are many chapters in Gujarat text book have been provided for patriots, social reformers with their movement which glorifies the national heroism and asserts grandeur of national-hood.


At the same time there were others we were overlooked belonging to backward castes and have been excluded from the Social Sciences of Gujarat textbook such as Perior , Jyotiba Phule ,Savitribai Phule, Birsa Munda.

If we look at critically this iconic representation of images on the home page of the text book, which belonging to the particular ideological group. Today, the story of reform movements of the early 20th century clearly shows has become fashion for textbook. This textbook poses the question of how these images of male social reformers, political leaders and revolutionaries have attained and produced different meaning-secular, religious and political in the society. This iconic value of the image and its cultural effects depends on the person to person who is seeing it. In this way, it can be said that giving over a period of time images of social, religious, political reformers and revolutionaries have transformed these into icons of veneration through adopting the semiotic paraphernalia of deified ‘Great Leader’.
To sum up,
In order to bring the conclusion to an end,let me encapsulate the thing what I said above. As we have gone through Gujarat state textbooks, which apparently shows National Pledge as unity in diversity and nation values, ‘History of village’ as saffron agenda, ‘Eklavya’ as Brahmanical hegemony, ‘Rights and Duties’ as national citizenship and loyalty towards state. ‘The Great Revolutionaries’ as iconization of images with particular group ideology. Given the current political conjuncture, saffron agenda , when national ideals have been rendered contentious, the teaching of nationalism assumes certain urgency and exclusion of Dalit and female role is dire need of public debate. There appears a haste to defend the ‘right’ sort of Nationalism from the ‘Hindutva’ variety.

. REFERENCES
Pratima kale (1970) The Guru and The Professional: The dilemma of the Secondary School Teacher in Poona ,India in Comparative Education Review,Vol.14,No.3 (Oct. 1970) pp. 371-376.
Louis Althusser; Lenin and Philosophy and others Essays, Monthly Review Press 1971
Young, M. [1971]. An Approach to the Study of Curricula as Socially Organised Knowledge,, London: Coller Macmillan Pub.
Acharya,Poromesh(1996) Indigenous Education and Brahminical Hegimony in Bengal in Nigel Crook (ed) The Transmission of Knowledge in South Asia,OUP,London pp.99-117.
Acharya,Poromesh ,Education: Politics and Social structure, inR.Ghosh and M.Zachariach(eds), Education and the Process of Change, New Delhi: Sage,pp.65-79.
Acharya,Poromesh: Politics of Primary education in West Bengal: The case of Sahaj Path, Economic and Political Weekly,June 13,pp.1069-75.
Rubin saigol; His Rights/HerDuties: citizen and Mother in the Civics Discourse.in R.Saigol,R. Symb0olic Violence: Curriculum Padagogy and Society, Lahore: SAHE.
Shalini Advani; Educating the National Imagination ,Economic and Political Weekly, August 3.
Sudipta kaviraj; (1998).The Modern state in India,In Doornbos and Kaviraj (edit). Dynamics of State Formation: Europe and India Compared, London: Sage.
Goethe; English History of the India National Movement
Manish Jain; Evolution of Civics and Citizen in India
Paper presented at the South Asian Conference on Education, Department of Education, University of Delhi, 14-18 November, 1999.
http://www.tasveerghar.net/2007/Sujithkumar Parayil( Associate Professor in aCulture and Media Study) at T.I.S.S ,Mumbai

A DOCUMENTARY REVIEW ON ICT HARVEST

ICT Harvest a film is made by Swati Desai a creative consultant. This film is made with financial support from HIVOS and Comet Media Foundation 2007.From 2002 to 2007, NIIT an IT Training and Developing Organization undertook a study investigation what children did when left themselves with a computer and a high speed internet connection. This film looks at a school that took part in this project .The fast internet connectivity is gone but the school tries to continue the programme within its available resources. This is also the story of a teacher who discovered his vacation with ICTs and persisted to keep these efforts alive.

Summary of content

Shamashuddin Attar is a high school science teacher at village of Shirgaon, south of Maharastra. NIIT decides certain school to have demonstration of Kioas.It shows that how children work with computer without any training and tutoring. What they do when they left with computer and internet. There is a little village located near Goa. It lies between the Arabian Sea and the Sahayadri hills. In this remote place in 2002 NIIT and ICICI bank installed a kiosk centre in Shirgaon Collegiate High school Sinhudurg district, Maharastra, India. Their aim was to see how these children can use the kiosk till two hours before the school starts. There are first two computers into twenty children share each. Free public computer kiosk for children. This facility is for use by children under 15 years of age. There are no instructors or teachers. All activities at this kiosk are continuously monitored from New Delhi.

Neither computer has a mouse. They have a finger touch joystick four of the six buttons are meant to direct the cursor. The remaining two are the right and left clicks of the mouse. Seeing the number of children visiting the kiosk NIIT installed 50 to 60 games on the computers. First of all, the children just had fun on the computers. Later, the crowd at the kiosk increased. They began playing games and tiring of them opened other programmes like paint brush.

Earlier student had heard about computer on TV and in books. Students knew nothing about the internet. When this kiosk has installed students are thrilled to learn something new.Arun Chauhan an ex student said that when he was in the 7th since that time the kiosk came and he became a regular. At first he had no idea what to do because never having seen a computer before. Later he began to use the internet. He learnt a lot of new things. Many children now started using the internet. They first learnt how to visit a website and search for it.

Computer lab, the software package had its links to sites in Marathi, Hindi and English and related to children’s school subject. Children could not use the computer lab in the school for long hours. There were over 60 students using the few computers. Children could not learn much .Their teacher could only give them a demonstration. In comparison with computer lab, the kiosk was always open. Whenever the children had time they could do anything.

Children learnt very soon how to open browsers, click on link and open sites. They would pick up on the sites related to their school subjects. Thus while searching websites; they stumble on the Google link. Despite their poor English they realize that what research meant and start searching for games. They discovered a whole list of such websites. They realized something new that there is a thing like search engine.

Children searched also about things for books and websites. Some of them were interested in like astrology. Whenever children get into stuck they approach to Attar sir, who then guides them. They really enjoy themselves jostling for a place at the kiosk. As there are just two computers and so many students are over there. While surfing one day some children come across the New Scientist magazine. Now they are interested in DNA and genetics since childhood. Reading these articles they get to more interested .They have made up their mind and thinking to pursue Biotechnology.

Earlier when the internet was fast they formed a chat group with kids from kiosk in Kashmir. They chattered for half an hour everyday and even sent each others games. But when the net slowed down, they kept postponing their chat until they stopped. Now younger children at school find that the kiosk was shut for the holidays when it restarted the v-sat connection was dropped .Now it takes so long to open a site that they lose interest in surfing. They now just play games which also soon bore them. Students feel that they are not getting the benefit as they got previous time from the kiosk.

As teacher Attar feels that he should keep himself abreast on new topics. He downloads information from the net to present to students. He teaches students through presentation that suit them. Things from the syllabus which he is unable to show he downloads from net and presents it. These presentation which he downloads from the net or record it from TV get the children really involved. He has built up a collection of over hundred CDs. All that is available in English, he is putting them into Marathi. And in this way he is building an archive which is of perpetual use for the school.

The fact is that in 1991 when he took this job he had not even seen a computer. In 1995 the school was donated some computers. He was told since he was a science teacher. He had to teach computers as it was a science too. He said he knows nothing about computers.’’ Do a course in holiday and teach the children’’ they said. So he started learning. Today he can do everything, setup, installing even maintain just by practice and observation. He said no one needed to teach me even his son is able to format his computer. Earlier he knew very little English even Hindi was poor. He could just understand what is your name? In chat room he used to ask do you know Hindi. If they did, we chatted. If not we looked for someone else.

When he came to this village, people walked 4 k.m to fetch water. With rain water harvesting today there is no problem. He looked up his village in Google earth’’ this is my village and here is a small lake’’. He saw that that lake water would only flow down wards. He used satellite picture to follow the water. Collecting at spot where it seeped into raise the ground water level. He planned to dig a well in his school area. From this satellite picture he got the distance between the earth and camera. He measured the distance of a canal leaving the lake and the potential spot of the well from the same camera height. After that he calculated the height difference between two spots. There was a difference of fourteen feet between the lake and the spot for the well. He deduced that by digging fourteen feet deep he would find out the ground water level. Finally, he found out the water at sixteen feet. He realized that if he had no access to the internet then he could have never learnt what he has today.

Analysis and evaluation of the movie

This is really one of the greatest movies among inspirational movies. There are many things which strike me noteworthy . Teaching through computer technology which expands mind and brain. How children learn? It has been clearly manifested through movie that learning does not always happen in classroom rather outside of the class. There was no trainer or tutor for teaching computer. But children learn by observation and doing. It can be also called learning by trial and error. We also find interesting that children have consistent enthusiasm and passion for learning. Learning proves more effective if children did when left to themselves with a computer and a high speed internet connection. Children can not learn more only through computer demonstration. We can not also avoid importance of high speed internet connection. As we see that devoid of high speed internet connection loses children interest towards learning. Hence high speed internet connection play a conitive[urge to learn] role in children learning and understanding.

I appreciate and accept that ICT provides children what they want to learn and study. ICT has come up an exploratory idea in which children get space for study and discover how to learn, what to learn for them in what way they like. ICT teaching pedagogy seemed to me based on non authoritarian.ICT allows students exactly what they want to study, space what they want to do.

Another interesting aspect that make me to think of the teacher [Attar] who discovered his vocation with ICT[ Information and Communication Technology] and persisted to keep these effort alive. Earlier he knew nothing but later through his sincere effort he became the master of computer. He did not give up his positive hope and at last became successful computer teacher.

I agree but not completely because there are many loopholes in it also. When children at school find that the kiosk was shut for the holidays when it restarted the v-sat connection was dropped .Computers were running over there but devoid of high speed net connection. Now it takes so long to open a site that they lose interest in surfing. They now just play games which also soon bore them. Students feel that they are not getting the benefit as they got previous time from the kiosk.

Conclusion

In order to bring the conclusion to an end, I can say that ICT Harvest by Swati Desai is indeed a creative and motivational movie. The aim of NIIT to investigate what children did when left themselves with a computer and a high speed internet connection. The fast internet connectivity is gone but the school tries to continue the programme within its available resources. They found out that learning comes through trial and error rather computer demonstration. This is also the story of a teacher who discovered his vacation with ICTs and persisted to keep these efforts alive. Finally he brought what opt was thought could accomplish and paved a new path of success.

PROBLEMS OF ELEMENTARY TEACHERS AND ROLE OF TEACHER PROFESSIONAL DEVELOPMENT

Many of parents ignore the way that a teachers approach to their work. Teaching is deeply related in the teachers’ accumulated learning of experience .But people do not recognize the important moral and social purposes what teachers want to fulfill through their teaching. In this way teachers who are devalued, discarded and disregarded become bad teacher. Teachers are people too. You can not understand the teacher or teaching without understanding the person the teacher is [Goodson 1992].

The role of the teacher is very respecrable in society but it does not get its real due. There are many issues which teachers are currently facing. In school context , there is an imbalance in the teacher student ratio. School teachers have to perform many duties than teaching. they have to collect data for the census elections which takes teachers away from the classroom. apart from it, corruption in the system leads to bribing of officers for promotions for the transfers. Administrative problems including problem of promotion, incentives, placements and settlement of pensions are faced by teachers.

Some teachers become the teachers ,although they are not supposed to be teachers. They are bound with their duties, with the kinds of situation they have become. There were many factors which made them a teacher such as the times in which they grew up, value system of education belief , unemployment and so on so.


The teacher’s sex is another concern in the sense that the way teaching and work in general for men and women are often bound with very different kinds of lives and interests.

There is misconception among people regarding teaching, we judge people those who fail rather than those succeed. When teachers are new to the job, their incompetence can be excused. Teaching takes time in becoming competent. Due to this they are not given due respect. on the contrary,if teachers become old, people of society have notion that he/she is old so can not teach well.


As the Chattopadhyaya Committee (1983-85) had recommended that teacher education should be 4 or 5 year training after class12th pass out. Whereas in reality as Poonam Batra (2005) points out in her paper that teacher training is offered in a piece-meal and ad-hoc manner which hardly promotes habits of independent thinking, collaborative learning and the capacity to adapt to the changing needs of children and society. Hence, it leads to the problem of dissatisfaction in the work they are engaged.


Elementary teachers’ major concern pertaining to teaching pay scale for which they are paid less as comparison with others job. They do not get satisfied with this meager money. Whatever teacher get is not sufficient for their livelihood. Hence they always appear reluctant towards their duties [teaching]

.
Another here is misconception among people regarding old teachers. They are regarded as bad teacher especially bad old teachers. School principal or administrator waits for them to leave, retire, or die! ‘If only I could get some new teachers …’ or wait until my new teachers arrive…’On the contrary once when they were 25 or 35 it was likely were bright and ideal for their pupils.

REFERENCES

Batra,Poonam (2005); 'Voice and Agency of Teachers-Missing Link in National Curriculum Framework 2005'' EPW,October 1.

Kale,Pratima (1970); '' the Guru and the profesional -The dilemma of the Secondary School Teacher in Poona, India' Comprative Education rewie,P.376

RESERVATION vs QUALITY EDUCATION

Some people believe that education should be available to all students. Others believe that education should be only to good students. Which view is correct? Those who argue that education should be available to all students are guilty of two things. First, they cannot tell literacy from education. Second, they have not heard of the concept of ‘‘hierarchy of merit '' that has been in practice for many years ago propounded by Arthur Koestler. And without timely recognition of merit no country can progress. But how many people will endorse that view? The answer is rather obvious in these days of ignorant populism.

To begin with the issue of reservation, what i think is that reservation is not only about economic rights or gaining status in the society but there is one thing that is much more than that. That is nothing other than the notion of self respect and self dignity which enables them (Dalits) to think and feel at least as the part of the society which otherwise had no meaning for the same. Before this reservation was brought in the constitution, there had been not even a single authority of law which had taken care of this section of society. Moreover, the so called Hegemonic Powers of the society were very much engrossed in the Stanzas of ‘Manu Smriti’ which we all know that it had always been instrumental in propagating and preaching the vague and vulgar idea of considering disadvantage group ,Dalits not even better than animals. There could be no better tool than enforced provision for reservation as the past had always been a silent witness to not even a single incident where we could see a substantial incident of a dalit being given even his /her natural human rights.

If we analyze the whole episode of reservation and, we find that it is nothing more than a compensation for the so many inhuman atrocities inflicted upon the Dalits in the past and also whose remnants could be seen even today from Jammu to Kanya Kumari and from Bengal to Rajasthan. It is very easy and simple to analyze the things superficially but unfortunately some people from the so called ‘’ rational people ‘’ forget to look inside the intricacies of the matter just because probably they are least concerned about the simple little things like human rights and self dignity which otherwise is everything for a poor Dalit. Reservation is nothing but a simple little effort of giving opportunity to even those who could never ever think of enjoying these human rights. I found similar reflection what R.W. Connell discusses 'compensatory education' in his essay ‘Poverty and Education’

Now coming to towards your second thought because of their reserved status their admissions are accepted and not because of their education levels. It is true, that most of the students of the SCs/STs population could not even avail the so called standard means of education. It is also very true that even at present , many of students could not even complete the course and thus dropped out. I admit to all these allegations very humbly but just want to put forward a simple question that who is responsible for that? Is it not you or many others who avail the so called standard education to be able to differentiate on the grounds of substandard education?

Therefore ,education is a tool which gives us the alternate means of visualizing things rather than making one feel supreme over others. It may startle you but If they get right environment with proper resource, the day is not far, far away when drop out ratio will be the end and weaker section will come together in main stream of society.

A WAY TO UNDERSTAND POVERTY AND EDUCATION

To bigin with looking critically the role of Indian government working to alleviate the poverty from India. The center has enacted job guarantees schemes, has sponsored various Rojgar Yojnas, has implemented irrigation development project, legislated minimum wages act, banished casteism/gender bias in the books of law etc. I remember and agree that the Right of Children to free and compulsory education Bill, 2008 passed and became a watershed in the history of India. The Bill aims to strengthen our democracy through the provision of universal elementary education, in keeping with the constitution (86th amendment) act, 2002, which makes elementary education a Fundamental Right for all children age group of 6-14 years. Children in schools in India are already not learning very much because of loose teaching and teaching system. ‘’The Annual Status of Education Report (ASER) 2008 reports that nearly 96% children in the 6-14 years age group are enrolled in school. But learning levels appear to be declining, for example, 41% across grades 1to8 being able to read simple stories in 2008 as opposed to 43.6% in 2005. The right to education seems to suggest me that it will not eliminate poverty rather to be dis empowering .The question that creates is whether we want our children to have a right to schooling or a right to education?


But it is sad, the fact that why disadvantaged groups are being targeted? The Scheduled Castes and Scheduled Tribes (Reservation in Posts and Services) Bill, 2008, passed by the Rajya Sabha in December 2008, restricts, cripples and wipes out, to a significant extent, the provision of reservation for the SCs and the STs that has been an instrument of social change and amelioration of the plight of Dalits and Adivasis. Even more objectionable is the provision to exclude posts "qualified as scientific or technical." The definition says all those posts for which the qualifications are from natural sciences, exact sciences, applied sciences and technology and for which their ‘knowledge is essential for the performance’ of duties are "scientific and technical posts." This means there will be no entry for the SCs and the STs in specified public sector undertakings or the 54 mini-ratnas or those PSUs where the minimum qualification for a job is a B.Sc. or M.Sc. in a science subject, or in an applied science such as Microbiology, or MBBS or B.Tech. or M.Tech. or, say, any degree in science. After thus blocking the entry of the Scheduled Castes and Tribes into specified PSUs and 47 educational institutions, the Bill makes it easy to declare the SCs and the STs "unfit" for any job At one stroke the new Bill has created a situation where all of these are reversed and the historic efforts of
Dr. B.R. Ambedkar ,founding father of the Constitution is set aside. Will the Lok Sabha now discuss the Bill and ensure that it is recast without the adverse provisions such as Clause 4(1), Clause 9 and 18, and that it reflects the constitutional mandate and vision?



In the light of education ,R.W. Connell addresses in his article two important issue that had been overlooked by policy maker in the past; the accumulated practical experience of teachers and parents. He speaks about compensatory programs that it may even reinforce the pattern that produce inequality. Through this article his concentration is on the education system of industrialized, predominantly English-speaking, liberal capitalist state ( Australia, Britain, Canada and US). Connell proposes to show this article is to question the social and educational assumption behind the general design of compensatory programs. He gives an alternative way of thinking regarding the education of children in poverty, drawn from current practice and social research. He is of view that hegemonic curriculum and control over teacher’s work. He talks detail in his book School and Social Justice with a question. What are our design principles for a school curriculum that will lead towards social justice? His answer is to employ a strategy of 'inverting hegemony’ that seeks a way of organizing (educational) content and method which will build on the experience of the disadvantaged. This strategy enables to teachers to develop counter- hegemonic curricula that embody the interest and perspective of the social subordinate groups( ordinary people and women). He tells that traditional mainstream curriculum excludes the knowledge of the socially subordinate groups, whereas a counter-hegemonic curriculum inverting hegemony brings out that knowledge. He put argument using standpoint theory of socially subordinate as a guiding principle for hegemonic curriculum. This hegemonic curriculum focuses only on deeds of famous men and excludes works of subordinates groups such as Mahatma Jotiba Phule, Dr.Bhim Rao Ambedakar and Savitribai Phule.



Further Connell speaks about industrial capitalist countries were high average incomes paid and result of it poverty is effect of unequal distribution , rather than the effect of resources. He sees two types of poverty. First, low incomes but it vary in character and amount; some are regular and some are irregular paid. Second, a type of poverty is economic deprivation.

Compensatory education was seen as a means to break into this cycle and derail the inheritance of poverty. Cycle of poverty emerged over there, where low aspiration and poor support for children led to low educational achievement. It also led them toward labor market failure and poverty is the next generation. On the contrary, I see in India poverty is seen as lack of professional education and marketable skills, high growth rate of population, lack of entrepreneurship, low rate of capital formation, casteism / racism, lack of infrastructure, inadequate foreign investment, so and so. It may also be pointed out that the choice to people? Police makers to root out poverty and say casteism, education or health, a lot of people would like to give much more priority to eliminate poverty. The fact is that most of them are unable to structure and focus attention on poverty alone and result of that poverty gets lesser attention. The basic requirement is the need to understand the principle of poverty before such a discussion can be conducted and led to its normal conclusion.


Connell talks that compensatory education publically funded programs were set up in the 1960s and 1970s in those countries. This program was meant to compensate for disadvantaged groups. In those programs disadvantaged minority groups children were targeted. They selected the children in their school by formulating (cut-off point) involving a poverty line calculation. But the fundamental point is that class inequality is a problem regarding school system as whole. In compensatory program, determining the cut –off point leads to unending dispute over which school should be on the list for funds. Poor children are not facing separate problem .They face the worst effect of a larger pattern.

It seems sometime surprise that what is happening in India,(a democratic country) those who advocate their children excellent performance and education obviously believe in genes. For years a heredity-versus-environment debate has been raging throughout the world. More and more people now believe that genes and heredity are meaningless concepts (it is thought of by those determined to perpetuate their hegemony in every field). But the right environment and proper resources can bring out many hidden talents of even if it seems ordinary individuals. So the failure of equal access is seen from the institutions to the families they served. Families and children become the bearers of a deficit for which the institutions should compensate.


Again, Connell further discusses that schools are literally power-full institutions which control the exercises over the didactic situation processes in context of school , it would not be untrue to say that school seeks to explain and justify its own existence as a way of life whether may be school ,family, religion. Marxist theorist Louis Althusser talks about the network of institutions that monitor the values and rules of the Ideology State Apparatus [ISA]. In fact, school, religion, the mass-media, trade union and sport serve social function. They contribute maintaining the social order. And it encourages loyalty to the state and obedience to its authority.

Connell speaks about teachers’ work and relationships to state power and the importance of teacher professionalism as a system of indirect control. Professionalism is an factor attaching teachers to the hegemonic curriculum. I agree with classroom control. It may not appear on the school curriculum but people learn about it at school. In practice, they can hardly avoid getting wise to the ins and out of classroom control because it is one of the fundamental features of school life. Teachers know it , pupils know it ,and the public knows it. There are three key factors which are important to teachers’ understanding about classroom control. First there is a basic knowledge that pupils are not always willing partners to the learning process and that the work of the teacher involves a custodian element. It becomes necessary an ability to control the behavior of pupils. Apart from other important teacher skills, teacher recognizes that success at their job necessary involves a capacity to establish and maintain classroom control.



The second factor is that in attaining classroom control, teachers are expected to operate as individuals. The closed classroom resembles the teaching about the teachers’ responsibilities and they establish and reinforce the autonomy of the classroom teacher. The third key factor is that teachers have to rely on man-management techniques to achieve the necessary control. It is because they operate with large groups of pupils’ .They have few technical resources available and teachers’ method for gaining the control.


School teachers operate instead of parents. Their rights and duties are taken to be the same as that of a parent to his/her child. As Martyn talks about ‘‘the teachers are sent into the classroom with a legitimate power and authority, vested in him by society through legislation and through custom. This authority carries with it a responsibility to exercise some control over the life of the class.’’


Lisa D. Delpit’s essay ‘The Silenced Dialogue’ talks about Black teachers and students experiences in a predominantly White university classes. He believes that debate over ‘skill’ versus ‘process’ approaches can lead to an understanding of the alienation and miscommunication and thereby to an understanding of the ‘silenced dialogue’. According to her there are five aspects of culture of power.
i-Issues of power are enacted in classrooms
ii-There are rules for participating in power ;that is, there is a ‘culture of power’.
iii-The rules of the culture of power are a reflection of the rules of the culture of those who have power.
iv- If you are not already a participant in the culture of power , being told explicitly the rules of that culture makes acquiring power easier.
v- Those with power are frequently least aware of –or least willing to acknowledge –its existence. Those with less power are often most aware of this existence.



He talks about the teacher’s role is to maintain the full attention of the group by continuous questioning , eye contact , figure snaps, hand claps, and other gestures and initiating sort of award system. He strongly advocates that school’s job is to attempt to transmit another culture that children must learn at home in order to survive in their communities.

Beatrice Avalos put emphasis in her essay ‘Education for the Poor’ improving the education of poor. She first talks about lip-service is offered everywhere to the concept of education as human right and to a consideration of the poverty. According to her poor in a positive sense it means who are free from excess riches and despotic use of power. She perceives poverty as material deprivation, lack of instrument, lack of effective power. Value of education has different implication for individuals and groups. For some people education means the repetition of many meaningless words.


She opines that ‘’education means both the potential to assist in the development of the capacities and skills that facilitate the person’s immediate world of tools, custom and language. Education means also to help in the self-transcendence towards higher orders of practical and intellectual activity affected through self-conscious, autonomous and responsible choices. Education must help develop understandings through facilitating access to instrument that make this possible, and equally must develop the skills, attitudes, and feelings that enable communication and social living.’’ Her aim of education is quite similar what Paule feire speaks non-banking education and education oriented towards critical awareness of self and environment.



It apears that when we say quality education, we should define the meaning of quality. Quality has had many interpretations over the years. It is everybody’s concern. If it is not so realized, it is a kind of policing. Quality has different meanings. In general quality is understood as gratification that the purchased product is of good quality. The modern view not includes performance but also timely delivery. Belated delivered good products also will be called lacking in quality. In the same way educational institution should have facilities which will help students complete their course within the prescribed period of study. To achieve this quality education, the infrastructure, facilities and other equipments at optimum level of efficiency is therefore, is crucial.

Finally, one can conclude by stating that compensatory programs were meant to level disadvantaged children back into mainstream schooling and the success of these programs could be measured by student’s progress in the established curriculum. The Poverty is a key element in the prevention of getting education from school. At the same time, it is also one of the main obstacles to provide quality education for all children. So evidence indicates that both the quality education and access can play a key role in parents’ decisions regarding whether children study or work?


REFERENCES


1- Martyn Denscombe ; Classroom Control , pub.1985 , British Library Cataloguing in Publication data.
2- R.W. Connell: Teachers’ Work, Pub. In 1985 , George Allen and Unwin Australia Pty Ltd
3- William Glasser , M.D. ; Control Theory in the Classroom, Harper and row , Publishers, New York.


4-Hellen Klusek Hamilton; Teacher’s Strategies, Library of congress Cataloguing –in-Publication data.
5-Robertson ,J (1981) Effective Classroom Control, Hodder and Stoughton, Sevenoaks, Kent.
6-Louis Althusser; Lenin and Philosophy and others Essays, Monthly Review Press 1971
7- Connell, R.W. (1994) “Poverty and Education” Harvard Educational Review 64(2) 125-49.
8-Delpit, Lisa, D. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children” Harvard Educational Review 58(3)
9-Avalos, B. 'Quality or Relevance', British Journal of Sociology of Education, Vol.13, No.4,1992
10- D. Raja is National Secretary, Communist Party of India, and a Member of the Rajya Sabha , article pub. in The Hindu, dated 14th Feb.

DEARDEN'S LIBERLISED CONCEPTION OF TEACHING

Dearden’s Liberalised Conception of Teaching: Dearden is view that teaching means to bring appropriate understanding of frame work, mental growth and growth from out side. Further he says that teaching is to enable child in terms of i ntellectual integrity and capacity to form their own independent judgement. Moving ahead, he insists upon teaching should be impersonal rather imposing personal openions. Again , he emphasizes that teaching meant for e nabling child to learn the the validation procedures for judging the adequacy of a concept within the given domain of enquiry. Now, he assserts that teaching should be initiated with child’s actual experience, rather teacher’s experience. Finally, Dearden assumes that teaching should be a juducuouos sellection and only not provide just a piece of information but transform the child’s concepts.

Whereas Percepective on Teaching By Hirst and Peters. They think that teaching is interrelated with learning and education. And say that learning must take place in a teaching situation. They consider that in teaching teacher must provide the opportunities to make their choice areas of concern and activities so that they can perform and explore new things, naw form of ideas. Broadly speaking , they affirm that teaching shuold be indicative in the regardof pragmatic sense, what what child are to be learnt or taught It seems that they have laid the emphasis on teaching that teacvher should teach according to child’s cognitive state[ mental development].

At last, they openion that teaching content and methods should not be in the vast range.


Subject matter should be balanced, what is ti be taught. They seem to agree whith teaching should be child-centred
Commonalities in Both Their Approach: Both seem to be thinking about teaching meant for child’s actual participation and self understanding [concept] . Their objective of teaching, indicative , sellective about what is to be learnt or taught. They confess that schooling is necessary for education.

Differences in Their Emphasis: Dearden’s perspective of teaching is based on child’s actual experience [discovery] , on the contrary , they emphasis on child’s actual learning thruogh teaching and content and methods. . Dearden seems not in favour of teaching should be child-centred , rather raises question, while they assert on teaching should be child-centred. Dearden’s core focus of teaching to enable child to form their own desirable understanding. But they consider teaching is interrelated with learning

[b]Dearden Approach for Good Teaching: Dearden’s perspective of good teaching emphasises on childs learning from his own experience in a stimulating environment and learning by discovery.. He regards vital role of child’s experince and concept in human learning. According to Dearden tyhere are following requirement for good learning
i- Teaching should be fully conscious way and fun should not be focus.
ii-He assumes that fundamental concept formation in order to grasp the content .
iii-Teaching objective to enable them to form their own understanding of judgement
iv-Teaching through learning
v- He advocates teaching authoritarian..

Approach of Hirst and Peters for good Teaching;
Both consider that teaching is closely interrelated the very concept of education and learning. They try to convey that one can not set up his own understanding and conceptual clarity, unless he knows three closely interrelated terms. Both confess that role of school in terms good teaching is very prominent. They seem to be emphasising on child-centred. According to them there are following point for good teaching.
i-teaching is closely interrelated whith , education and learning.
ii-Teaching thruogh child’s actual learning.
Iii- Intention of teaching is to bring about learning.
iv-Teaching should be indicative about what is to be learnt.
v-The teaching according to chil’ds cognitive state.
vi-Teaching should be based on balanced contents and methods. -

[c] Critical Evaluation of these Approaches: Hirst and Peters tails about teaching shuold be child-centred. If teaching goes according to child , it will become childish activity.A teacher shuold be in a class as a teacher. Teaching should be like when a teacher comes into the classroom ,there must be presence of authority while being friendly hand to hand.Another ,aspect as Dearden does not talk about teaching should be the child’s cognitive state[mental development].

What teaching by mean is that teaching language shuold be simple and lucid, while delivering the class lecture. The motif behind it that class is multicultural , ethnic background, where child come from different setting.As the same time, their language whatever is areas concern, will not be same.that is why in class there is hierarchy, chios , differences, during the class presentation performances are not same. Therefore, teacher must try to teach their respective subjects taking concern the child’s mental state and they must strive their the best as possible as can speak in lucid and straightfarward manner so that the child can grasp in approapriate way and also can form their own structural concept, what about the lecture is being delivered by teacher.

Due to the language problem regarding teaching some child drop-out their education meanwhile. Thereare some point will probably be hepful for good teaching
i-Teaching of content should be focused and fun should be avoided..
ii-The language of teaching should be according the level of child in oreder to understand completly.
iii- The pedagogy of teaching should be life-like-situation.
iv-Teacher must be friendly in terms of problem solving, which doubt can be cleared up
before him any time, whether in the class room or outside the class.
v-For teaching, discrimination, segrigation, and partition should not be operated in the classroom
In a sense that girls should be given more focus and boys should be given less attention. Another way, somechild who perform well , need to be given more consideration, whereas average child should not be ignored, rather they need to be given special ,needs, and private-vesiting, in order to associate them in the main stream of the class.

THEORY OF HUMAN NATURE AS CLOSED SYSTEM

THEORY of Human Nature as Closed System: Haberman and Stevenson seem to suggest that being a social person , it is human propensity to have certain beliefs system, whatever it is rational or irrational [belief]. But time to time , fundamental question arise in human mind; who am i ? what is my place in the whole world[cosmos] of things? Why problems come in human lives? Overall it is the human being who thinks critically about his problems and difficulties and overcome its. Here, it is pertinent to note that human bieng is a rational, although he has some beliefs. As Descartes denied the existence of God. According to him’’ i think , therefore i am’’ He created a fundamental duality bitween mind and matter.Marx is of view that ‘’human beings , class struggle are determined by social condition ‘’ , whereas kant’s views that ‘’ human are rational being ; pure , practical, reason’’. Man can not think beyond reason. Sartre ‘’man is condemned to be free’’ it means existential philosophy emphasises that form your own judjment , thinking. Rival beliefs abuot human nature are typical embodied in different individual ways of life and in political and economic systems.

In this way, the Haberman and Stevenson develope a rational ,empirical , no religious picture of human beings . It seems thst authers want to say that you need not believe in one perticular ideology, rather you should percieve divergent kinds of ideology.
[b] Dearden explains three kinds of concept , which are perceptual , practical , and theoretical.
Perceptual Concept: It is certain kinds of physical object and material that we recognise it ia this and it iis that .For example, tree, boll, dog , bird, earth, red, heavy, and so on.

Practical concept : Those physical objects which exist but we can not understand , instead of seeing how they act in a form of social life .
For example, chail , pen , telephone , shop, curtain and so on.

Theoretical Concept: Man has created certain construct , set of network , idea that have highly interrelated whith exploratory things or historical investigation. It can not be understood through many examlples or single explanation. It needs to be connected in larger structure of phenomena.
For example ,idea of electricity , Literature , genre of archetype.

[c], Logical Priority: the premises of the structural concept in order to understand something. Logical priority is structure of building concept. It is basic constituint of concept.
Foe example, apple and mango> Fruits.
If we want to understand about fruits first, we will need to know varieties of fruits[apple, mango ,orrange, banana].Unless we do not know about mango, apple, banana,etc., we can not understand the bigger concept of fruit
Temporal Priority: It is structure of learning and teaching. It means to say that if want to understand the concept of nuances, we need to know temporal priority[ in time] or preceeding concept.
For example, justice and society> social justice. In order to understand the concept of ‘’social justice’ , first of all, it becomes necessary for us to know small unit of society and justice, then we can grasp the maening of ‘’social justice’’ . Therefore , one can say that logical priority is basic structural concept , whereas temporal priority is structure of preceeding [in time] concept.

[d] Three condition for teaching explained by Hirst and Peters.
i-Indicating What is to be learnt: Whereas teaching is concerned it becomes necessary to be indicated, when child are being taught by teachers. Taking into n consideration that teaching is an activity, when teacher comes into class room, keep teaching and just spend his valuable period. It is not meaningful at all. Teacher must be conscious about his short limited time and utilise it such a manner , introducing them whatbbis to be learnt for today.
Unless and until teacher does not denote about what chil are about to learn in the class today,it will not be purposeful teaching.Being taught one period , child can not findout .
For example , teaching Literature it quite becomes compulsory , let the child be awared about devices of literature [novel, drama, poetry, prose,etc.]

ii-The learner’s Cognitive state; The best way for teachers to proceed towards teaching is to enquire the child rational thinking and mental development in more orgnised kind of way inorder to assess the learners cognitive growth. towards teaching is to enquire the child rational thinking and mental development in more orgnised kind of way inorder to assess the learners cognitive growth. Having observed the child mental state, teacher shuold deliver his lecture, so that all the child can grasp easily and accurately. For example , a classroom is multicultural and ethnic background, where students come from divergent regional setting, at the same time,their cognitive development also varient to one another. Therefore, at least for teaching it becomes necessary condition to child’s cognitve state and accordingly teaching activities should be like-wise.
[iii ] Content and Methods: The third condition of teaching is content and methods. It means that there should be balance between content and methods. In a sense that , content should not be either too vast range or too short. Teaching activities should follow following specific activities.[a] What is to be learnt as a result of the teaching –learning activities that are being planned.[b] The content to be used to express what is to be learnt. [c] the method or form of presentation of this content should be precise. [d] the subject matter should be modernised and it should not be old pattern. [e] Another thing is teaching method must be involve exercise of skills and value education . Therefore, certain content and methods play very vital role in the aspects of teaching in providing the best copetence and performance for the child and teaching object must be core focus for content and mehtods of teaching activities.

ROLE OF SCHOOL AND SOCIETY IMPARTING CONSTITUTIONAL VALUES OF EQUALITY,JUSTICE,FRATERNITY,FREEDOM AND SECULARISM

MACRO POLITICS
, Rastriya Swayamsewak Sangh [RSS] grew under the leadership of Dr. Hedgewar and remained on the periphery on the Indian politics as a milititary Hindu group. Still, The RSS takes the full advantage of communal riots..The RSS has approximately 45000 shakhas , all over the country and educational organization network whose lexicon ‘Hindu’ which claims all who are born in Hindustan . The RSS stands under the banner of Hindu as the major community of India. The RSS ,whose front are the VHP [Vishwa Hindu Parishad] and BD [ Bajarang Dal] and its successor the BJP [Bharati Janata Party]whom the RSS wants to see in political power.
For example, the RSS fronts VHP denounced Deepa Mehata’s projected film water in Varanasi ,in 2000 year. The film was based on the novel of ‘City Under Curfew’ by Vibhuti Rai. And another , the RSS students fronts Akhil Bharatiya Vidyarthi Parishad [ABVP] also denounced Anand Patwardhan’s award winning film on Ajodhya ‘In the Name of Ram’ . In field of education ,the RSS fronts organization Vidya Bharaty today is a non –governmental sector and has around 13000 educational institutions including Sarswati Vidya Mandir.

The emergence of BSP [Bahujan Samaj Party] grew under the leadership of late Shri Kanshi Ram ,a Dalit based party has been playing a important role in development of society and politics of Uttar Pradesh since1980s. The BSP whose front BAMSAF [ Backward and Minority Classes Employees Federation] and DS-4 [Dalit Shoshit , Samaj ,Sangharsh ,Samiti] both make field for BSP in order to get political power. Still , BSP [ leader Mayawaty, CM of UP] has constructed a strong Dalit Movement , based upon identity and conscious ness . BSP has left in its avowed goal of displacing manuadi [representing upper caste] forces and introducing social change . Now BSP has made compromise with same forces and currently ruling with slogan ‘’ Bahujan Sukhay , Bahujan Hitay’’ [ egalitarian society].

In UP , BSP has created a new identity and counter ideology to the Verna system of ‘ Dalit ‘and ‘Ambedakarism’ respectively. The BSP has got breakthrough in removing the hold of Brahmanical ideology. This has also succeeded in removing the submissive attitude and atrocity upon Dalits and providing them with a new confidence and self-respect.
MICRO PERSPECTIVE
Varanasi district is situated in eastern Uttar Pradesh with a population of 4.9 million. Varanasi has a significant presence of 18 per cent of Scheduled castes but no Scheduled tribes. The traditional elite of the city have been traders and landowners of local Vaishya castes. Despite the position of the Hindu dominated culture, Muslim has population 30 per cent in Varanasi city. The commercial life is based on the manufacturing of silk , sari usually Muslim weavers and Hindu traders. The literacy rate of Varanasi district is 47.7 per cent [62.5 in urban Varanasi ] , lower than the national average of 52.2 percent , but higher than the average of the whole of Uttar Pradesh.

SARSWATI SHISHU MANDIR

INTRODUCTION
It was situated at Muradahan on the main road of Sindhora , in Varanasi. It had no vast play ground. The students attending of the school would come from the neighboring village. There are five small hamlet come under the Murdahan Village. It was located with rural setting. The socio- economic profile of the school were middle class, lower middle and lower class. The occupation of students parents were almost depend on agriculture and sari weaving. There were hardly some students whose parents were employee.

ADMISSION PROCESS
For taking admission , newcomer students had to go through a formal test that was held in the form of oral and written test by the school. For nursery class , children were asked their names , parents and address etc. In another class I , students were supposed to write their names , parents name and address. The admission form was 20 rupees and monthly fee 15 rupees. There was no privilege for students for any particular group , caste , religion , during admission . Caste discrimination [ Jat-Pat Ki Bhavana ] in school philosophy was not considered . Although the school say all people were the same –only Hindus. This non-discriminatory attitude could be reflected only in their admission process for which they did not ask either the student’s caste or religion. The name of classes were called in following manner.
Nursery [ Arun]
Kindergarten [Uday]
Class 1 [Pratham]
Class 2 { Dwitya]
Class 3 [Tritiya]
Class 4 [Chaturth]
Class 5 [Pancham]



SCHOOL
There were seven room [ Tin shed] for teaching under which the students were taught. There was no Pakka room except the office. The school had a small play ground . the school had classes on the ground. The premises of school was rented base. The school time table was 7.30 to 1.00 p.m in summer season and lunch break in between 10.30 t0 1050. In winter season , the school timing was 9.30 to 3.00 p.m and lunch break in between 12.30 to 1250 . the educational term of school would open 1th July and closing date 1th may. The school would have summer break 1st of May till the 30th of June in every year .There was no winter vacation in that school. The school would close as largest holiday on the occasion of Dashehara [victory of Ram over Ravan]. There were several photos hanging over wall of the class , such as Bharat Mata , Sarswati , Shri Ram ,map of India. And great personality such as , Gandhi Ji , Lal Bahadoor Shashtri , Lala Lalalajapat Rai, Bhagat Sigh, Swami Vivekananda so and so.
SCHOOL CURRICULUM
The school would start with Sarswati Vandana [prayer] ‘’ Ya Kendund Tushar Har Dhawala……… . ‘’
There were 10 subjects over there that being taught such as Hindi , Sanskrit ,English, Moral Education, Arts, Physical Education, Mathematics, History, Music. These all were compulsory for every students. The medium of instruction was Hindi. English and Sanskrit languages were taught from class 2 onwards. The text books had to be bought from at the school office , which was published by Vidya Bharati Publication in Mathura.
EXTRA ACTIVITIES
Apart from the 10 subjects , PT [ Physical Training ] and character building knowledge were taught in order to make the children more responsible and mindful of their duties. The teachers would indoctrinate children’s mind a feeling of patriotism , religious and morality for the sake of Hindu nationalism.
SCHOOL PROGRAMME
The school used to have half day on Saturday in each week. On the same day , school used to have cultural programme , such as Desh Geet, ‘ Desh bhakto ke koon se pakhara hua , ye aajad ka taj hamara hua ‘ and ‘ Vande Matram ‘ and Bharatiya Sanskrit Geet , ‘ Janani janma Bhoomishcha ,shwargadpi gariyashi ‘’
School Culture
When the students would enter the gate of the school , they had to touch the feet of their teachers. In the school , respect being made as mandatory for the children to address each other as’ Bhai ‘ and ‘Behan’ right from the beginning . Even class teachers had to address the same thing for addressing students such as’ Bhai Manish ‘ and ‘ Behan Saroj’. The children were called by by the students as ‘’ Acharya Ji’’ which meant one who educates through his own behavior as a role model. Those days teachers were supposed to be ideal person in the school. There was no educational trip for students for outside the school. The students must have compulsory uniforms, white shirt was common for both and navy blue shortpantfor boys and skirts for girls. The school had belief in home-visit with parents –teachers three times in each year. The class teacher used to visit student’s home and got acquainted with their parents. The techers would suggest parents to ensure their children bathe ,dress, nutritious food, tip-in before sending the school. The students being taught as ‘’ Aap’’ for elders and ‘’Tu ‘’and ‘’Tum’’ was strictly prohibited for using inside or outside the school.

TEACHING PROCESS
In Sarswati Shishu Mandir school timetable for teaching was fixed. Each period was consists of 30 minutes. Being taught the students , then teachers would take attendance. Before starting the teaching , they would write day ,date, and subject on the black board . the teacher would often dictate the answer, question and students follow. If somebody made noise or misbehaved , then undoubtedly teachers would slap or give physical punishment . The lecture was the form of teaching , asking question , and encourage them to answer and write down the completed chapters. The teacher would give stress on revision of previous work. When strict teacher entered with stick , the class would seem pin drop silence .When the teacher entered into the class , all the students had to stand up as respect. There were two monitor in each class and they were selected by students. There was two side in each class , girls side and boys side. Each monitors was assigned some task respectively . for girls[monitor ] had to bring water for the school teachers in lunch period. For boys[monitor ] had to bring stick daily from their home. During English class ,first, the teacher would write down on black board and speak aloud in English then repeat in Hindi and say student to jot down. There was no gender equality in class. The girls were supposed to sit other -side . The girls were not supposed to talk to boys and interaction the class.
TEACHERS
There were seven teachers excluding a maid servant. They all would come far from another village . They all belonged to upper caste[Brahmin] . They were paid very less amount around three hundred for seven hours. They seemed to be trained teacher because time and again they used to go for training outside .
STUDENTS
The students attending the school would come from small hamlet .They belonged almost to Hindu
Communities [all castes]. A few of them were from minorities. The number of boys were more rather
than girls .The students had to touch their parents feet when they awake up in morning and before

leaving the home to school .The student daily conduct of life was asked during special parents-teaching
meeting, whether the child was imbibing good[Sanskar] or not.

SCHOOL AIM AND IDEOLOGY

The school , Sarswati Shishu Mandir was popular during that point of time because they were imparting
the knowledge of Hindu culture , Identity , Sanskar , Bhartiya Sanskriti in children mind and
behaviour.Infact, the aim and objective of school revealed that how the ‘Hindutva ‘ ideology or
‘Bharatiya ‘[ Hindu] culture and value were inculcated into the curriculum and young brain of the
students through teaching process. The feeling of brotherhood [ Hum sub ek hai] among among Hindu
communities, the school intended to propagate through school curriculum. The school used to put
the emphasis on creating the Bharati Sanskrity and creation of the strong bond of Guru-Shishya[pupil]
relationship. The inclusion of photograph of ‘ Bharat Mata ‘ it defined Bharat Mata as Hindu.


DR. BHIM RAO AMBEDKAR VIDYA MANDIR


INTRODUCTION
It was situated at Gahani ,two km.away from the main road of Sindhora , in Varanasi. It had big play
ground . The students attending of the school would not only come from nearby village but also from far and wide because there were only two middle school s over there. The school was located in rural background , where the student come from an uneducated family. The socio-economic profile of school lower middle , and lower class. The occupation of parents were farming, sari weaving, and local labor. Besides this school, there was one school[middle or junior] belonging to Upper Caste around there. In the school most of the students would come from first generation students


ADMISSION PROCESS
For admission , there was no criteria of oral or written test The students were simply required to fill up the admission form and get admission. The admission form cast 25 rupees and monthly fee 15 rupees respectively. Being Dalit school , upper castes children did not come. In that school there were three classes –vi, vii, viii.
SCHOOL
There were around 150 students in that school. There were three big Pakka room . The school had good
infrastructure with limited resources. The school had summer vocation in winter season. There were several photographs over wall of the class such as Dr. Bhim Rao Ambedkar, Ravidas , Kabir , Sarswati ,,Bhagat Singh, Subas Chand Bosh ,Swami Vivekanand and map of India. This school was probably aided.
.
SCHOOL CURRICULUM
The school would start with Sarswati Vandana[ prayer], ‘’ Twamev mata chapita twamev , twamevVidya dravidam twamev ‘’. There were nine subjects , Mathematics, English, History, Georaphy,Sanskrit,,Agriculture,Arts, Physical Education, General Science. The medium of instruction was Hindi. And all subjects were compulsory for every students. The text could be purchased from market published by Basic Shiksha Parishad.

.
SCHOOL CULTURE
There was cultural program, which was held on Saturday of last day of each month. There was no such
strict rule that student must touch the feet of their teachers as compulsory. The students generally
would like to address each other by their names. There was no sign of patriarchy system like special
parent –teacher meeting. There was scholarship for Scheduled castes. The students would address ‘’Master Saheb’’ for the teachers. There was no dress code[ uniform] .for the students.

EXAMINATION SYSTEM
The school would conduct two exams in each year , [i] Half Yearly [ii] Annual Exam. The exam paper was
not set by the school teachers rather it was come from market [publisher].No body happened to fail .



TEACHING PROCESS
There was no specific class , which could be associated with a specific teacher. The classes were taken by the teachers at randomly. The class teachers attendance would take first, then start teaching. First, the class teacher s would write on black board, day date. Subject and question –answer then students were told to copy down. The teachers would focus on revision the answer and memorization of syllabus so that student could write in exam. The students were given daily homework so that might be engage themselves.
The class teachers were not well educated and trained. The teachers were not punctual and in absence of them ,monitors used to take class. There used to be class test in the end of month. There was gender equality in class room regarding students could talk and interacts with each other.
There were only four teachers , who would teach continuous. They all would come from their respective place. They all belonged to Scheduled Castes[ Chamar]. Some of them were leader of BSP[Bahujan Samaj Party].The teachers –students relation was respectful, friendly and homely.
STUDENTS
The students attending the school would come from far and wide village. The students were almost belonged to Scheduled Castes and less number OBC[Other Backward Castes.]The number of boys and girls were equal .
PRINCIPAL
The principal of that school was from a Scheduled Caste,[Chamar] an Army retired. He would also come from three km.away from the school. He would teach us English.
SCHOOL IDEOLOGY
The aim and objective of the school to spread the message of Dalit Identity and Awareness about Ambedkarism[ equality ,brotherhood, social justice and liberty] in children’s mind and society. The very concept of philosophy of the school aimed at nurturing enable a child to do well. The inclusion of a photograph of Dr. Bhim Rao Ambedkar, reveals as forefather and Dalit Identity.

Note-In Dr. Bhim Rao Ambedkar school some common point has been left out which can be visualized in the RSS school, Sarswati Shishu Mandir regarding time table , time routine of class.

UNDERSATNDING THE STRUCTURE AND PROCESS IN SCHOOL CURRICULUM AND SYSTEM THAT EXCLUDE ETHNIC GROUPS

To begin with structure and processes in context of school , it would not be untrue to say that school serve to exp,lain and justify its own existence as a way of life . School denotes to to the net work of social system that is monitor the value and ideology of state .the success of ideological reproduction through schooling depends on a variety of factors such as child’s lived experience with the dominabnt ideology.

In addition to that school imparts knowledge and encourage positive attitude of the state and . in school teachers deliberately attempt to inculcate in their pupils an unshakable commitment and loyaly towards core objectivr of school. Those children are drilled by their teachers in the answers that do not raise the objection to the claim of ideology of school, such as ‘ Bharat mata Ki Jai’

In general, each school has its own syllabus and curriculum whether it is affiliated to cbse or icse. Hidden curricuklum refers that pupils learn things that are not actually taught in the foramal curriculum. However, the besic motto behind the concept of the hidden curriculum linkage to to the way the learning process is organized.
a- Consciously. For example.
In terms of the physical organization of the school itself is a separate from the home and workplace. The organization of the class room teaching standing at the front and pupils seated in arranged rows.
b- Unconsciencly-. For example
The way individual teachers interpret the behavior of pupils. The way teacher have different expectations of behavior in class.

A DEFINITION GIVEN BY Michael Haraambos [ Sociology : Themes and Perspectives , 1991] the hidden curriculum consists of these things pupils learn through the experience of attending school rather than the stated education al objective of such institutions.


The RSS [ Rashtriya Swanyasevak Sangh ] a educational institution which which was set up after Independence with foundation of a primary school at Gorakhpur in Uttar Pradesh in 1952. The core focus of RSS is to gain power and reorient the political arena. Its education front , Vidya Bharati runs one of the largest private networks of schools across the country which provides education mainly lower middle class students such as Vanvasi Kalyan ashram , sewa Bharati , Vidya Bharati School, Saraswati Shishu Mandir, and the ekal Vidyalaya foundation which runs single teacher pre-school centres.

In terms of teaching method the RSS agenda to create certan notion of citiz3enship and religious identity. In the RSS schoolimng curriculum and extra-curriculum messeges such as uniforms cultural function or cultural knowledge exams all serve to remove non-Hindu from the nation. The RSS from brings out its own text books as a supplement in order to correct the history by crude propaganda against Muslims and Christians. ‘Itihaas ga raha hai’ for class v, this text provokes children to remember ‘’ Whose is this country ? whose motherland , fatherland and holyland is it? Which people is it who call Sivaji , Ranapratap , Chandragupt , BhagawN Ram, Krishna , Dayanand their great leader and then the greatness of the RSS founders Hegdewar and Golwalkar.

Overall, the RSS aims at t6o implant in the child’s mind a dominant slogan- Bharat mata ki jai’’. The RSS education al institution calls themselves ‘ mandir’ or ‘ Temple’ which is a Hindus place of worship. The RSS has promoted itself as the self- appointed guardian of all matters of Hindus. At the Republic day celebration the RSS teacher asks ‘ Hamari mata kuan hai’ to which the students reply , hands raised ,fists cleched; Bharat Mata, bharat mata’.the teacher then asks twice ‘Iski raksha kuan karega’ to which they shout back twice Hum karenge’.

In this way, the first RSS Shakha was found to train the upper caste Hindus in leadership qualities and to prepare him for hegemonic functions within a deeply divided Hindu community at a time of social turmoil and school serve the same purpose. After passing out those students from such school feel proud of being called Hindus nation rather Indian because they already have been indoctrinated by their teachers. They will likely consider them colonizer and discriminate with Muslims and Christians. All Hindus have calluous attitude towards minorities because they think about them ,come from neighour country.

Educational condition of Muslims are backward on the basis of many reports and surveys emphatically assert that hindutva politics portrays Muslims as educationally backward and links to the religious orientation of the community. The hindu- muslims polititics in north india has resulted in developing an identity reactionqty to colonialism and two-nation identity.

In general, used estimated of literacy is in the census 65% of india population is literate. The literacy rate among muslims in 2001 was 59.1% . this is far below the national average [ 65%] . the census of indisa 2001 for the first time provides data that SRCs reveals consistently lower levels of Mean Yaers of schooling for the muslims community. The NSSO and NCAER estimate of current in crease in enrolmenta has been highest anmong SCs / STs 74% fooled by muslims 65% in 2004-05.
The status of the students who are currently not atttnding school has also been analysed by NSSO data. These students can be divided into two groups.
i-These who have never attended any school.ii-Those who had enrolled but dropped- out. 25% of muslims children in the 6-14 year age group have either nevr attended school or have dropped-out. This is higher than that of any oter SRCs anlyses. The incidence of drop-out is also high among muslims and only SCs/ STs have a marginally higher drop-oput rate than muslims.


According to SRCs on the an averge based on 4 yeaqrs of data 65% the upper caste hindu excludijng [ muslims [] likely complete their Primary education. Primary education seems to be major hurdle for muslims school education 44% and SC 39% ST 32%. The drop-out rates among muslims are highest at the level of Primary , MIDDle and Higher Secondery compared to all the SRCs. The Committee undertook a survey of students and fount out that only one out of the 25 Under- Graduate student and one out of the 50 Post- graduate student is a muslims in premier colleges[ IIT, CAT, IIM]. Morever, unemployment among muslims graduate is the highest among SRCs both among the poor and the non-poor. NCAER indicate that only about 3-4 of all muslims student of the school going age group are enrolled in Madarasa.


There are some sonsiderable reason that cause for drop-out.
i- Afart from limited availability from government, poverty is one of the major factors which contribute to the educational backwardness of muslims in india. Children are supped to help their in family income. Going to school would mean loss of this income.
ii- Schools after the Primary level are also fewer in muslims localities. Due to more distance from theuir home place, their parents do not allow to go them
iii- Despite lack of hostel facilities, absence of female teachers and others support system become hurdle for muslims education.
iv- School failure is also a major factoer in the hdrop-out of muslims children. A study by NCAER reflected failure in school as a reason gfor dropping out.
v- Lack of schools and Madarasa, muslims are deprived from basic education a large proportion of muslims atay in urban ares in slums and involved in casual labour.
vi- Discrimination and prejudice in class too operate in a very insidious manner.
vii- After completing Primary school students from a Urdu medium , they have to cope with a lots of difficulties in terms of languge. They have to access the hindi / englidsg / regional medium school. Due to this , their do not perform well and get effected badly.
viii- Muslim parents feel that education is not important fotr girls , that is wghy girlks are very soon withdrawn at qan early age to marry them off. This leads to a higher drop –out raytes anmong muslims girkls.

CONCLUSION
To bring about the desoierd and approprieye change, callous attitude towards muslims reform, muslim parents stereotype thinkinking towards English and girls needs reform, increased availability ion the school sector , effective implementation of reservation, prevention over RSS baised and nasty propaganda of Hindutva and other policy initiatuives are absolutely necessary.

REFERENCE#
1Young, M. [1971]. An Approach to the Study of Curricula as Socially Organised Knowledge,, London: Coller Macmillan Pub.
2-Jain R. Minority right in education.
3-Razzack, A. [1991] Growing up Muslim
4-Sarkar,T. [2006]. Educating the Children of thre Hindu Rashtra.: note on RSS School., In BIdwaiu, P. Mukhia , H., Vanaik, A. [eds] Rwligion, Religiosity and Communialism, Delhi: Manohar.
5-Sachar Committee Report.
6-Sunder , JN. [2004], . Teaching to Hate: RSS’ Pedagogical Programme, Economic and Politivcal Weekly, Vol,39, April 17.

EDUCATION AS TOOL OF IDEAOLOGICAL STATE APPARATUS AND SOCIAL REPRODUCTION IN COLONIAL AND POST COLONIAL PERIOD

In colonial period [Pre-British period], India was not an illiterate country. India’s land was more advanced in education than many christian country of the West. In earlier time , almost every village had its school religion. In colonial period in India, there were four methods of education at work. The education was being given by the Brahmins to their pupils, seats of Sanskrit learning, Maktabs and Madrassas for Mohmedans.




India in the 16th century was ruled by the Muslim monarchy of the Mugal empire and after the state through the military apparatus, local zamindar[landlords]. When the East India Company took up the political supremacy in India, they did not give any thought on the education. British educational policies in India were intended to control politically the Indian subcontinents and to keep its people economically dependent on British nation.



The East India Company was transformed from a commercial body to an administrative one. After that it became the government of India. Moreover the growth of official state aided education and arose that changes took place in this period such as Calcutta Madrassa(1781)was founded by Warren Hastings. The Banaras Hindu College (1791)it produced well-qualifed Hindu Law officers for court of justice.




The missionaries (Europeans) who also came in India at the same time. They were setting up schools for Indian children in their native language as well as English. After some times the East India Company decided to ban missionaries education. Despite it the Christian Missionaries intended to strengthen and pacify the traditional Indian elites(landlords,Brahamanas).

Important educational changes happened in the 19th century. The Anglo-Indian Vidyalay College was founded in Calcutta in 1816, followed by a Sanskrit College (1823). In this way, the opportunities for educated Indians were almost as bureaucrats in colonial government. At the same time, primary schools were limited but secondary mostly.



Private preparatory to college education, were being expanding. Finally, the British colonial policy neglected the primary schools. After Industrialization and Modernization the condition of primary schools and higher education have been expanded among the masses. The extension of educational system has brought social stratification and traditional structures of inequality. Due to lack of economical background, unequal academic performance, cohesion in levels of children. So, education has certain social function and social mobility,through which one can acquire lower strata to higher strata of social instability and occupational achievement.

UNDERSTANDING WOLPE'S REFLECTION ON GENDER EDUCATION

Ann Marie Wolpe is the first radical feminist who exposed the gendered education and practice of sexual division of women labor. She criticises upon Marx’s perspective in which the social reality of education and social operation is constructed and enforced from the social institutional settings to the people’s daily lives[ family


From a liberal perspective , gendered education and sexual devision of labor result from socialization that forces people to grow up with wrong notions about male and female. According to liberal thinking cultural ideas that restrict people ‘s freedom , to freely choose how to live their lives. Liberal gives focus on changing the ideas and cultural practices by rewriting the school text and reforming legal codes.



On the contrary , Marxist feminist perspective makes a direct link between capitalism and patriarchal subordination of women. In this way, women are exploited class in the capitalist mode of production [as tool, machine, product] .. In families and outside the families women do cheap labor especially as part time workers. Women can be exploited because they are considered as wives and mothers.Marxist thinking too pays less attention on gendered education and women’s sexual division of labour in families and in paid market.



Radical(progressive)feminist perspective: Wolpe argues that gendered education and sexual division of women labour are due to neither ignorance and lack of freedom nor to capitalism , rather it is result of the collective effort of men to dominate and exploit women. The main key problem radical feminist tries find out, is to understand ,how to sustain? And how it results produce and how it might be the ended?



She also focuses how man’s dominance of major social institutions enable women providing lower courses[home-science ,paintings embroidering]. She also manifests the core patriarchal values, norms, beliefs and through which men maintain their dominance. Wolpe criticizes upon Marx’s stereotype thinking about women and paying little focus towards gendered education and sexual division of women’s labor [wage] in domestic field works such as cooking , land farming so and so.In families women do work but they are being paid only shelter and food.



I agree with her views on gendered education . She says that ‘educational system fosters and reinforces the belief the economic success depends essentially on possession of technical and cognitive skills.’ Actually, in families parents mentality do not allow to expense more money over girls education as they do for boys. Moreover , girls are offered lower subjects [non technical] because they are not supposed to show their intelligence in field. They do not receive high-technical or professional education ,rather they pursue arts, home-sciences, embroidering that lead them towards clerical, managerial, receptionist jobs.


Second thing she argues that’ woman’s ambition is tied to her role in marriage, whereas man’s ambition is linked to his occupation’. It is common social concept that woman task is to do domestic works and man task is to earn the money from his business or occupation. Parents usually inculcate in their daughter’s mind that get early marriage and settle the life according to social norms and beliefs.



Again she asserts that ‘educational system offers equal opportunities but unequal use equal opportunities results different actors. It happens because girls get few time for education and they do not get equal time in comparison with boys in order to study for higher education.Due to lack of time and others facilities cause their unequal performance.


Conclusion:
In this way, Wolpe criticizes upon Marxist’s thinking paying too less attention towards gendered education and sexual division of women’s labour in families and in paid labor market. Due to gendered education , women do not get equal opportunities, social status ,prestige and their desired aspirations.