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POONAM BATRA (CURRICULUM FOR SOCIAL TRANSFORMATION :A DELIBERATIVE AGENDA…
POONAM BATRA
CURRICULUM FOR SOCIAL TRANSFORMATION :A DELIBERATIVE AGENDA
intimate link between curriculum design and the preparation of teachers
eklavya
batra (2005)
critiqued
engaging in futuristic exercise of curriculum design
without adequate connects with ground realities
disempowered teacher
NCF 2005
highligted yashpal committee report (1993)
structure of syllabus
teaching everything
observation discouraged
starting early
ROOTS OF THE PROBLEM
isolation of experts from classroom realities
centralised character
knowledge vs. information
convention od 'teaching the text'
competition based social ethos
absence of academic ethos
textbook as truth
examination system
joyless learning
five guiding principles of curriculum
enriching the curriculum to provide for overall development of children rather than remain textbook centric
making examination more flexible and integrated with classroom life
ensuring that learning is shifted away from the rote methods
nurturing and overriding identity informed by caring concerns within the democratic polity of the country
connecting knowledge to life outside the school
NCF views curriculum as a "deliberative act"
fundamentals to the democratic practice
meaning making
developing rationale thought
dialogue
NCF was argued about teachers
teachers can negotiate challenges of classroom
experiences and voices
excluded social narratives
teachers can trancedence
textbook culture
encorage use of multiple sources
NCF
bridging gaps
lived experience of children and formal school knowlegde
NCF
move away from textbook culture
seen as legitimate knowledge
CULTURAL UNDERPINNINGS OF SCHOOL CURRICULUM
NCF- knowledge is central
in textbooks
co-constructed
NCF- presents subject matter
opening to personal experiences
NCF- responsibility of school teachers
sociocultural milieu
NCF- contextualisation of curriculum
CRITICAL PEDAGOGY
culture
means of meaning making
epistemological object
education of teachers
need for complementary pedagogical process
CONTEXT
rejection of
indegenous knowledge
sociocultural contex
created conflict between education and curriculum
isolation of school based knowledge from
everyday reality
cultural milieu
responsible for country's poor performance
mid 19th century
colonial education
associated with urban elite
gandhi's Nai Talim
conceived
national system of education
adress
social and economic realities
allocation of substantive place in curriculum
associated with oppressed
attempt to break the frames
of dominant class
curriculum became act of deliberation
rather intrinsic view of knowledge
in 1901
shantiniketan
response to
critique of colonial ed.
british system
failed to resonate
with people of india
his aim to create
learning environment
inspired by nature
responsive to culture of people
influenced nationalist ideas
not accepted by political leaders
of swadeshi movement
acknowledged
convergence
curriculum was designed
to use local lang.
to use local culture
training people for spinning and weaving
british aimed
to develop sbservient colonial citizents
nationalist leaders aimed
to liberate the indian people
create free citizens
gandhi's philosophy
met with resistance from upper class/elite
deeply contested
the idea of making education productive
institution that could sustain itself economically
CULTURAL NATIONALISM
secular nationalism
first 50 years
supported secular socialist nehruvian tenet
reflected in 1975 and 1988 curriculum documents
CURRICULUM AND EDUCATIONAL PRACTICE
what is worth teaching(Kumar-2009)
curriculum development related to
kind of society and people we are
kind of society we want to be
challenges- educational practice
curriculum perceived as- "received knowledge"
attributes this
tyler's idea of change behaviour patterns
to change behaviour
blooms taxonomy of educational objectives
education of teachers
shift focus
from child to learner
kumar (2009)
narrowness of curriculum
curriculum designing in school
incharge of bureaucracy of education
DPEP program of pedagigical renew
rewrite school texts but subject content neither examined
DPEP was mantra of child centeredness
Trancscendental curriculum
kumar (2009)
promoted "domesticated consciousness"
disconnecting formal ed. and everydays life
kumar (2005)
why india suppoerts "behaviouristic model"
model of 1960
looked west for solutions
roots in colonial policies
sociocultural milieu- perceived as obstruction rather than assest
kumar (2009)
mass public examination
created textbook culture
led to nexus with examination system
curriculum was alienated to sicial setting
THE MODERNIZATION PROJECT
THE CHILD AS A CITIZEN
CURRICULAR DISCOURSE IN ALTERNATE SPACES
CRITIQUING THE CURRICULUM FOR PREPARING THE TEACHERS DIFFERENTLY