While the indigenous model rejected the colonial, the colonial was uni-dimensional and had ended up eliminating the indigenous. In both instances, it was the baby that got thrown with the bathwater. Far from liberating and transforming the underprivileged, it placed unrealistic heavy burden of education on children. Rather than equipping underprivileged children with skills and sensitization them towards their marginal status, the system of education sought to marginalize them further. Poor learning achievements, low retention, high dropout rates and indifferent attitudes of the parents and communities for the school have been reflective of the net impact.
In search for the answers to such questions, the editors of the volume have sought a way out of it by placing emphasis on ‘social inclusion and pluralism as the core principles of the pedagogic conceptual framework, practices and processes’. This however may be easier said than done. The basic trouble is that it may not always be easy to achieve the core values of social inclusion and pluralism simultaneously. But the book prisms the inner world of education through a wider lens on the world of education in offering solution-based approaches drawn from both the developed and the developing world.
The book has not only been able to diagnose the problem but suggest a solution-based approach as well. Though it appreciates the complexity of the problem at hand, the book remains optimistic in its approach because by only being positive about it can some distance in addressing the problem would get covered....Link
School Education, Pluralism & Marginality
by Christine Sleeter, Shashi Bhushan Upadhyay, Arvind Mishra & Sanjay Kumar (Eds)
Orient BlackSwan, Delhi
500 pages, Rs. 850