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.
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