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
