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CULTURAL DEMOCRACY AND SCHOOLING IN INDIA: A SUBALTERN PERSPECTIVE

100%
Manojan K. P.
Pedagogický časopis (Journal of Pedagogy)
|
2019
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vol. 10
|
issue 2
101 – 121
EN
It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellate its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberal and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.
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VZDELÁVANIE A ŠKOLOVANIE V RANOM VEKU V SOCIÁLNE DIFERENCOVANEJ PERSPEKTÍVE MATIEK

75%
Kaščák O., Betáková E.
Sociológia (Sociology)
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2014
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vol. 46
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issue 1
5 – 24
EN
The study presents the results of ethnographic interviews with selected mothers of Slovak kindergarten children and compares these results with the relevant English-American studies aimed at engagement of mothers in early education in relation to their educational and professional status. The research is focused on mothers’ preschool and primary school choice, engagement of mothers in preparation for the first grade of primary school, education values of mothers in relation to their school participation and perception. The study confirms the strong social differentiation in perception of education and in engagement of mothers in child’s schooling, although in comparison with English-American context there does not exists an extensive systemic social segregation in preschool education provision in Slovakia.
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