Democratization of Knowledge: Vernacular Education Planning in the Indian Context. Issue 1 (March 2017)

• Record Type: Journal Article
• Authors: Singh, Rajarshi
• Is Part Of: Journal of developing societies. Volume 33:Issue 1(2017)
• Page Start: 126
• Page End: 149
• Publication Date: 2017-03
• Subjects: cultural heterogeneity -- mother tongue -- linguistic relativity -- problematization -- educational pathways; Developing countries -- Politics and government -- Periodicals; Developing countries -- Social conditions -- Periodicals; Developing countries -- History -- Periodicals; 909.09724
• DOI: 10.1177/0169796X17694519
• Languages: English
• ISSNs: 0169-796X

Abstract

This article explores the challenges of elementary education in India in view of its linguistic-cultural heterogeneity. The historical context leading to mother tongue as the ideal medium of instruction is presented, followed by a discussion on why a large number of mother tongues still remain outside the school system creating problems for the "No Child Left Behind" policy. The paradox faced by a heterogenous country that also needs language standardization or homogenization is raised to highlight the mismatch between school and home languages. Sapir-Whorf's linguistic relativity hypothesis and Paulo Freire's critical pedagogy framework are discussed to outline a model of present and alternate education pathways of Universal Primary Education.