Concept Note:
India's journey towards independence from colonial rule was not only a political struggle but also a quest for social, economic and cultural regeneration and transformation. Education played a crucial role in this pursuit, serving as a powerful tool to reform and empower individuals, cultivate national consciousness, and drive social progress. Education was a key element in the vision of India's leaders, who recognized that knowledge and enlightenment were essential for breaking free from the shackles of colonialism. Throughout the freedom struggle, education became a vehicle for awakening and mobilizing the masses, instilling a sense of national identity, and fostering a collective spirit of resistance against British rule. Parallel to this was the vital role of education in shaping the values of democracy, equality, and social justice that India aspired to embody after attaining independence. Educational institutions became spaces for nurturing citizens who would contribute to building a new India, free from the shackles of colonialism and deep-rooted social inequalities. In the seventy-five years, education continued to be the cornerstone of India's development agenda. The government recognized the urgent need to address the country's high illiteracy rates and educational disparities. The establishment of a robust public education system, expansion of access to schooling, and initiatives like the Sarva Shiksha Abhiyan (Education for All) program demonstrated the commitment to provide universalisation of elementary education and quality education to all children, regardless of their background.
However, the modern education system has become a significant topic of discussion about its treatment of marginalized citizens in modern India. As societies strive for progress and development, it is crucial to examine how educational institutions cater to the needs and aspirations of those on the margins of society. One of the key concerns surrounding the modern education system is its potential to perpetuate existing social inequalities. Marginalized groups, including subaltern caste groups, Tribes, women, ethnic and religious minorities, differently abled, and LGBTQ+ individuals, often face systemic barriers that limit their access to quality education. These barriers can include discriminatory attitudes, lack of inclusive policies and practices in educational institutions, limited representation of diverse voices and experiences, within the curriculum and financial constraints. These can be addressed by inclusive policies and practices in higher education which is an essential aspect for creating an equitable and diverse society. In the context of India, with its rich cultural heritage and vast socio-economic disparities, ensuring non-discrimination and inclusive programmes in higher education becomes a critical imperative.
The curriculum itself is often criticized for being pro-upper caste and class or biased towards a particular dominant culture, thereby fostering prejudice and neglecting the histories, cultures, and contributions of marginalized communities. Such biased pedagogic practices and lack of representation can result in feelings of alienation, exclusion and a distorted sense of self for marginalized students. Another important aspect is the question of educational resources and opportunities. Marginalized individuals often have limited access to quality schools, well-trained teachers, technological resources, and extracurricular activities that can foster holistic development. This disparity in resources further exacerbates the educational divide between privileged and marginalized students. Thus adopting inclusive pedagogies that emphasize active learning, participatory approaches, and the integration of diverse perspectives can create inclusive learning environments. Curricular reform should incorporate themes of social justice, diversity, and sustainable development to prepare students to become socially conscious and responsible citizens.
Addressing the question of the Marginalised in the modern education system requires a multi-faceted approach. It involves conceptualising, designing and implementing inclusive policies and practices that promote diversity, equity, and inclusion. There should be efforts made to bridge the resource gap by investing in educational resources and infrastructure amongst marginalized communities, providing financial assistance, and training teachers to be culturally responsive and sensitive to the needs of all students. Further, building partnerships between educational institutions and marginalized communities can promote inclusivity. Collaborative initiatives, such as community-based learning, mentoring programs, and outreach activities, can bridge the gap between academia and marginalized groups, fostering a sense of belonging and empowerment.
Furthermore, fostering dialogue and amplifying the voices of marginalized individuals within educational institutions can lead to a more inclusive and empowering learning environment. By engaging in open discussions and actively listening to the concerns and experiences of marginalized groups, we can collectively work towards a more equitable and just modern education system. Ultimately, the question of the Marginalised in Swaraj India urges us to critically evaluate and transform the modern education system, ensuring that it becomes a catalyst for social empowerment, equality, and the realization of the full potential of all individuals, regardless of their background or identity.
Themes of the Panel 12 for the year 2024 are as follows:
Theme 1: Recognising Barriers in Education for the Marginalised: To examine the structural, social, and economic barriers that hinder marginalized communities' (SCs, STs, Women, Disabled etc.) access to quality education in Swaraj India. This section will involve papers analyzing existing literature, policies, and empirical data to gain an in-depth understanding of the challenges faced by marginalized groups.
Theme 2: Measuring the Impact of Educational Marginalisation: To evaluate the socio-economic and political impact of educational marginalization on marginalized communities such as SCs, STs, Women, Disabled etc. in Swaraj India. This section will involve empirical papers based on surveys, interviews, and focus group discussions with community members, educators, policymakers, and other relevant stakeholders.
Theme 3: Searching Strategies and Best Practices for Inclusive Education: To identify and document innovative strategies, programs, and policies implemented at local, regional, or national levels that have successfully addressed educational disparities for marginalized communities such as SCs, STs, Women, Disabled etc. This section will aim to have papers that highlight success stories and provide insights into replicable models for inclusive education.
Theme 4: Framing Policies and Programmes for Educational Marginalisation: In this section, papers will be selected based on the research findings, to formulate evidence-based policy recommendations that can help address the identified barriers and promote inclusive education for marginalized communities such as SCs, STs, Women, Disabled etc. These recommendations will be targeted towards policymakers, educational institutions, civil society organizations, and other stakeholders involved in the education sector.
Important Dates:
Last Date for Abstracts: 20th November 2023.
Full Draft Papers: 30th December 2023.
Email IDs: <conferenceissapanel12@gmail.com>
Venue: 47th Indian Social Science Congress to be held at University of Science and Technology Meghalaya, 5-9 February 2024
Outstation Chairperson: Prof. Yagati Chinna Rao, JNU
Outstation Convener: Dr. L David Lal, IIIT Guwahati
Email: conferenceissapanel12@gmail.com
47th Indian Social Science Congress to be held at University of Science and Technology Meghalaya, 5-9 February 2024
