Social inclusion by making education appropriate to children’s cultural context: A comparison between in India and Brazil

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Higher education can be used for the social and economic mobility of underprivileged sections. This is achieved usually by providing admission to a set of students from these sections in universities and other institutes of higher education through the reservation or a quota of seats.

India has been using this reservation policy for many decades. It has helped a section of students from the so-called backward communities, scheduled castes and tribes to enter the institutes of higher education and a sub-set of them to get jobs which require such education. Many among them would not have received admission in universities and other such institutes in the absence of such a reservation policy. […]

In summary, this approach to use higher education to achieve social inclusion is necessary and to be continued. However it is not adequate in India. That is the reason for thinking about an additional model. 

The Second Model

Before writing about this one, let me briefly summarise two experiments that have been going on in Brazil during the last decade. Universities there have come out with a special teacher-education program for the indigenous people. (This would be equivalent to a special B Ed program for the Scheduled Tribes in India). This cannot be a typical teacher-education program.  The school education for indigenous children, if it is to be effective and useful, should be appropriate to their social and cultural context. […]

Source: Social Inclusion through Higher Education: Need for an additional model and how Academic Brahmanism may subvert it in India – Economics in action
Address: https://vsanthakumar.wordpress.com/2017/09/11/social-inclusion-through-higher-education-need-for-an-additional-model-and-how-academic-brahmanism-may-subvert-it-in-india/
Date Visited: Mon Sep 11 2017 18:45:23 GMT+0200 (CEST)

Source: courtesy Dr. V Santhakumar (by email 11 September 2017)

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