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B.Ed - 1 Year
CODE 002
PAPER - :
CONTEMPORARY INDIAN SOCIETY& EDUCATION.
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S.No |
UNIT
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(TOPIC) |
BY
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1 |
UNIT -1 |
Understanding diversity in
Indian society with special reference to Chhattisgarh
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A |
Diversity
in Indian society, especially in Chhattisgarh,
would be explored through case studies of some
villages, regions or cities. Profile of
different communities in terms of their ecology,
economy, language, culture and educational
status will be taken up for discussion.
Special focus will be on childhood in these
communities and access to education. Student
teachers will be encouraged to look at this
diversity as a potential pedagogic resource
within the class room.
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|
1 |
Diversity
in this class room. Getting to know the diverse
socio-cultural and linguistic background of
fellow students. Getting to know about how they
got themselves educated. |
|
2 |
How can a
teacher use the social background of diverse
students as a resource for teaching
in the class room? |
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3 |
Children at
risk educationally profilis communities of
children who have not been lowerven
well into schooling (non-enrolment, eadly
dropout, low achievement), |
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4 |
Poverty and
Education migrant works |
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5 |
A Migrant
workers and education of migrant children |
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Why and how
large sections of the state population undertake
seasonal and long ang
migrations in search of livelihood their impact
on their children and their education, measure
taken by the government to address issues
related to education of migrant children, |
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B |
Urban slum
dwellers and the education of their children |
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Working and
living conditions in urban slums and the
responsibilities of children, Reach of
schools and problems of education of slum
children. Special emphasis on working children.
Unit 2 |
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2 |
UNIT -2 |
Sociological concepts
relating to social stratification :
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Some key
sociological concepts like life opportunities,
discrimination, exclusion,
stratification, etc. will be discussed to enable
the student teachers to use them in different
social contexts |
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1 |
Life
opportunities, class, status and power:
frameworks of Marx and Max Weber |
|
2 |
Education
and its relationship with Indian social
structure interrelationship between education
and economy policy, caste, culture, |
|
3 |
School as a
social unit :
1:
Democracy in school life
2: The social climate of the school
3: The role of the teacher |
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4 |
Equality of
opportunities and capabilities approach of
Amartya Sen |
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5 |
Social
capital cultural capital and economic capital -
the approach of P Bourdieu |
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3 |
UNIT -3 |
Caste and education
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The caste
system would be introduced with its
characteristic features of endogamy, cultural
hierarchy. Changes happening in the caste system
in the modern period will be studied
The role of education in both reproducing and
changing the caste system would also
studied Special attention will be paid to the
condition of Scheduled Castes and their access
to education and experience of schooling. |
|
1 |
Caste and
main features? (endogamy, hereditary occupation,
hierarchical status) |
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2 |
Changes in
caste in the modern times: views of sociologists |
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3 |
Education
and caste: role in sustaining and changing caste
hierarchies |
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4 |
The
position of Scheduled Castes and issues relating
to their education: experience of
schooling of scheduled caste children |
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5 |
Some
government schemes for the inclusion of SC
children in education |
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4 |
UNIT -4 |
Tribes and Education
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The student
teachers will be introduced to the concept of
tribes and their special position in Indian
society. Issues relating to tribal integration
into the mainstream and maintenance of tribal
identities will be discussed. The impact of
contemporary development on tribal population
and the crises of tribal livelihoods will be
discussed. The educational needs of tribal
communities and their experience of modern
education will be reviewed with special
reference to different models of tribal
education. This will be done through case
studies of tribal communities of Chhattisgarh. |
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1 |
Different
tribes and their distinction from other
communities? |
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2 |
Dilemmas of
tribal development integration with national
mainstream or preservation of
distinct identities -experiences of both models |
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3 |
Modern
Education among tribal pcople: 'colonial
civilising mission model or enrichment
of tribal culture model? Tribal identities,
language and culture in modern education |
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4 |
Experience
of schooling of tribal children. |
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5 |
Review of
some government schemes for tribal education. |
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5 |
UNIT -5 |
The making of Indian
Constitution and the current concerns of Indian Eduation.
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This unit
will commence with a discussion of the national
movement and the making of Indian Constitution.
The Constitution will be seen as an evolving
document rather than a fired and static code.
The basic principles of the constitution as
spelt out in the Preamble, the Directive
Principles of State Policy and the Fundamental
Rights and Duties will be
discussed so as to identify the constitutional
ideals. It will also devote time to study the
provisions relating to education in Indian
Constitution and their implications. The current
scenario in Indian education while showing many
positive features like near universalization of
access to elementary education and student
retention, has also given rise to many serious
concerns. Some of these relate to the quality of
education, learner achievement and increasing
pressure on children, others relate to
institutional matters like privatization, and
stratification of schooling, private public
partnership (PPP) yet others relate to the
status of teachers
casualization and informalisation of teachers.
Student teachers will be given an opportunity to
study these concerns and prospects through case
studies and other academic literature |
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1 |
Diversification and stratification of schooling
(both in the government and private schooling
systems. |
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2 |
Privatization of education and its implication
for equal access to quality education. |
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3 |
Concerns
over learner achievement and quality of
education |
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4 |
Curricular
and extra-curricular load, competition and
increasing pressure on children |
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5 |
Teacher's
policy - Status of Teachers and non-teaching
staff: impact of privatization and casulaization
of work |
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6 |
Preamble of
the Constitution: its importance as the
framework of modern Indian nation and state
policies. Understanding the implications of the
ideas that are enshrined in it |
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7 |
Directive
Principles of State Policy: their status and the
principles in them |
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8 |
fundamental
rights and duties of citizens, their
status in the constitution and implications |
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9 |
Education
in Indian constitution: federalism and the role
of centre and the state ,minority rights
religious instructions, in public schools,
language policy
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6 |
UNIT-6 |
Independence history of
Education 1947-2010
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This unit
will provide a broad survey of the history of
education in India in the post-independence
period. It will outline the main milestones and
broad periods of this history to provide a
framework to study the policy evolution. |
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1 |
Colonial
legacy and nationalist critique with special
reference to Gandhji will be studied and the
experience of introducing Nai Taleem or basic
education. |
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2 |
Education
for National Development |
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3 |
The policy
perspective set out by the Kothari Commission on
Education will be seen against the background of
policies for industrialization of the country
and the challenge of naticrai integration, the
problem of limited implementation of the
recommendations of Kothari Commission and the
limited spread of education till the 1980s will
be studied. |
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4 |
The 'Right'
to education debate and the Right to Education
Act the debates surrounding the Right of
Children to Free and Compulsory Education Act
2009 will be introduced to the student teachers
as also the wide ramifications of the Act. |
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5 |
Universalizing access 'SarvaShikshaAbhiyan',
'the role schemes like mid day meal', KGBV. |
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6 |
The unit
will conclude with an overview of rapid progress
in increasing access in the last decade, ie,
2005-2015. |
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7 |
Universalization of Education - Issues relating
to extending education to all children - cast
communities regions, gender, working children. |
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