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Ensuring Inclusion and Integration through Intercultural Education

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India has undergone significant social, cultural, demographic and economic change since the year 1991, with the adoption of new economic policy of Liberalisation, Privatisation and Globalisation. Until that stage, the population was heterogeneous, to a limited extent. But after the LPG policy the migration patterns changed in India.

There has been a significant increase in migration to urban areas along with transnational movements, both among males and females. The new destination for them in the process of migration presents the state of transition of the cultures of migrated people. The benefit of migration is the opportunities to develop into both a multi-lingual and intercultural society, (only if the process of integration in host countries works efficiently and the policies change periodically). Thus new set of Diaspora population profile presents us with both new opportunities and challenges. One of the challenges and opportunity is to acknowledge, appreciate and celebrate the cultural heritage unique to each different group whilst at the same time realising that this is contributing to a shared collective awareness of Indian identity, which is constantly evolving. Migrants in India, represent some 200 nationalities, and a heterogeneous group. They have different cultures, languages and levels of education. A minority may not have received a basic education prior to arriving in India, whilst the majority are highly educated, many to post- graduate level. Some may not be working in jobs commensurate with their qualifications and experience. There is need of heterogeneity approaches which see continued cultural difference and highlight local cultural autonomy, cultural resistance to homogenization, cultural clashes and polarization and distinct subjective experiences of globalization. (Robinson, 2007). Thus, in a world that is experiencing rapid changes education has a major role to play in promoting social cohesion and peaceful coexistence, through programmes that encourage dialogue between students of different cultures, beliefs and religions. Education can make an important and meaningful contribution to sustainable and tolerant societies.

Intercultural Education

Interculturality is a dynamic concept and refers to evolving relations between cultural groups. It has been defined as “the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect. Interculturality presupposes multiculturalism and results from ‘intercultural’ exchange and dialogue on the local, regional, national or international level. As a minimum, intercultural education requires majorities to learn about the minorities and their cultural and traditions while minorities must similarly learn about other minorities in the same society as well as about the majorities. (Eide, 1999). Intercultural education, according to the National Council for Curriculum and Assessment (NCCA, 2006), sensitises the learner to the idea that humans have naturally developed a range of different ways of life, customs and worldviews, and that this breadth of human life enriches all. It is education, which promotes equality and human rights, challenges unfair discrimination, and promotes the values upon which equality is built. Thus, Intercultural Education Strategy aims to ensure that all students experience an education that respects the diversity of values, beliefs, languages and traditions in Indian society and is conducted in a spirit of partnership. Therefore, schools can play a role in the development of an intercultural society when they are assisted with ensuring that inclusion and integration within an intercultural learning environment become the norm. Intercultural education in schools cannot be just a simple ‘add on’ to the regular curriculum. It needs to concern the learning environment as a whole, as well as other dimensions of educational processes, such as school life and decision making, teacher education and capacity building, curricula, languages of instruction, pedagogy, teaching learning materials etc. This can be done through the inclusion of multiple perspectives and voices. The development of inclusive curricula that contain learning about the languages, histories and cultures of non-dominant groups in society is one important example.

Existing Scenario in India

Fundamental values underlying Intercultural education are respect for human rights and rule of law, intercultural values, and openness to world democracy. In India there already exist diversity in cultures and tradition. Indians are subconsciously more aware about other cultures and this awareness subtly contributes to an understanding about other’s viewpoint. Indians have by default an implicit compassion for other cultures. Indian schools deal with students from different cultures. Their backgrounds differ in terms of parent’s education, religion, socio economic status, household and family norm, also they differ in values and attitudes, lifestyles, abilities/disabilities, and ethnicity, in case of urban schools even nationality. Ethnicity or nationality is therefore only one of the factors that make our classrooms diverse and thus influences our student’s culture. But in the existing Indian scenario the contemporary education is at a crossroads and facing multiple challenges related to equity, equality and quality, there is a need to evolve multi-pronged, context-specific strategies for addressing the needs of children from diverse backgrounds.

Time and again government policies attempt to address issues related to equity, equality and quality concerns in education. The National Policy on Education, 1968 and the National Policy on Education, 1986 addresses these issues. Both these policies laid special emphasis on removal of disparity and equalize educational opportunity by attending to the specific needs of those who had so far been denied equality. These policies lay special stress upon making education a vehicle of social transformation and empowerment. The Right of Children to Free and Compulsory Education Act (RTE), 2009 is another attempt of government to make primary education for all mandatory. To give effect to the recommendations of commissions, policy initiatives and legal provisions have been made by central and state agencies and civil society to provide education to all irrespective of gender, caste, class, faith and location. A plethora of schools run by different agencies, i.e. government, government aided, private and those managed by minority institutions, provide access to children from diverse backgrounds. Several national schemes such as the District Primary Education Programme (DPEP), 1994, Sarva Shiksha Abhiyan (SSA), 2001 and the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), 2010 have worked towards fulfilling the unfinished agenda of education for all at different levels. SSA also developed and implemented innovative training model, for primary school teachers in the tribal areas of Orissa. The model focused on attitudinal training of teachers and their sensitization to tribal language, culture and knowledge systems

Various innovative experiments in school reforms have been taken up by civil society organizations as well as in the government sector in different parts of the country. These experiments have attempted curriculum design, development of teaching-learning methods and materials, and teacher development with child-centered inclusive perspectives. These have shown encouraging results in terms of the learning achievement of children from diverse backgrounds. Indian schools can transform total school environment with the help of pedagogy that aims at achieving equity and equal educational opportunities for all of the nation’s children, including socio-economically disadvantaged and ethnic minorities in the micro cultures. The Activity Based Learning methodology introduced in response to the poor learning levels amongst children and uninteresting classroom processes is a step towards creating inclusive classrooms. The most notable feature of the reform is its focus on changing classrooms, in terms of methodology, the role of teachers, classroom organization and classroom environment as a whole. Although many efforts are made towards making diverse classroom interesting there is a need for preparation of text books, supplementary materials and bridge courses in the mother tongue of the learners for better comprehension of subject. In addition, multilingualism and bilingual approaches needs to be explored. Equity pedagogy also requires teacher to develop an understanding of the different learning styles students develop from their own cultural upbringing so that educators can employ alternative instructional strategies to help all students learn the key concepts, principles, facts, and generalizations in the various content areas and academic disciplines. To be able to do this, teachers will need to develop pedagogical knowledge, skills, and dispositions that allow them to adapt alternative teaching methods or modify instructional strategies in culturally diverse classrooms. School and classroom climates must also be changed so that academic success is achievable by students from all cultural groups. Therefore, dealing with intercultural education requires adequate understanding of the demographics of the students, culture, and race in popular culture, and development of social action skills. It also emphasizes the clearing up of myths and stereotypes associated with gender, age, and the various races and ethnic groups by stressing basic human similarities (Nieto, 1996). Apart from this, Intercultural education promotes developing an awareness of discrimination such as cultural racism, sexism, classism, and other forms of prejudice and discrimination.

Conclusion

There have been many demographic changes in India in recent years. The educational policies and programs therefore are reviewed in light of contemporary circumstances. The development of an intercultural education strategy acknowledged these demographic changes, which are reflected in the education system. But alongside the adequate development of learners’ intercultural competence can’t be achieved exclusively through policies and programs. Without teachers’ sensitiveness and understanding of the diverse student community in the classroom students’ progress cannot be achieved. It is clear that professional growth commitment and motivation of teachers is essential. Thus, through the combined effort from institutions and education agencies, teachers can fulfil their responsibilities with a greater confidence. The Schools must create congenial classroom environment that address the emotional make-up of children and encourage them to voice their opinions and feelings without fear of being intimidated. The creation of such an atmosphere would go a long way in strengthening the bonds between teachers, children and the school. Integration of context specific technology in classroom processes and multiple activities conducted in schools would help in skill development of children from diverse origins for self-reliance.

Dr.Swaleha Sindhi is Assistant Professor in the Department of Educational Administration, the Maharaja Sayajirao University of Baroda, India. Dr. Sindhi is a frequent columnist on related topics, too. She is the Vice President of Indian Ocean Comparative Education Society (IOCES). Contact: swaleha sindhi[at]gmail.com

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New Social Compact

Women Rights in China and Challenges

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Women rights and gender discrimination have been a problem for many years in china. Various restrictions were imposed on women to suppress them in society. Income discrepancy and traditional gender roles in country aim to place women inferior as compared with their male counterparts.

There are diverse sectors where women face discrimination. Women of the past and present in china have dealt with unfair employment practices. They have had to jump over the unnecessary hurdles just to keep up with their male counterparts in the society. The Chinese government claims to better prioritize the promotion of gender equality but in reality it does not seem appropriate to say that there is not a single department of life where women are not being suppressed. In jobs, mostly men are preferred over women at high positions. There are a number of contextual examples which demonstrates this discrepancy in the status of women throughout china, and whilst there has been a great deal of the popular sphere, others have been brutally repressed by a government dominated by male families. For example, women who have children do not always receive support from their pay when maternity leave.

China’s history has seen a higher focus on men being the core of not just their families but also they play crucial role in in overall country’s growth and development. Post Confucius era, society labeled men as the yang and women as the yin. In this same vein, society views Yang as active, smart and the dominant half. This compared with Yin, which is soft, passive and submissive. These ideologies are not as prominent today but persist enough that there is a problem.

The tradition begins at birth with boys being the preferred children compared to girls in China. A consensus opinion in the country is that if one has a male child versus a female child, they believe the son will grow into a more successful member of the family. The sons are more likely favored because the issue of pregnancy is a non-factor and they can choose almost any job they desire. Of course, this is something that does not support efforts for gender equality nor women’s rights in China.

A survey done just last year found that 80% of generation Z mothers did not have jobs outside of the home. Importantly, most of those surveyed were from poorer cities. The same survey found that 45% of these stay-at-home mothers had no intention of going back to work. They simply accepted their role of caring for the house. Gender equality and women’s rights in China have shifted toward cutting into the history of patriarchal dominance within the country.

Women’s Rights Movement in China

Since the Chinese government is not completely behind gender equality in China for women, the feminist movement is still active and stronger than ever. In 2015, the day before International Women’s Day, five feminist activists were arrested and jailed for 37 days. They were just five of an even larger movement of activists fighting against the traditional gender role ideology that has placed females below males. These movements have begun to make great progress towards gender inequality within the country. From 2011 to 2015, a “12th Five Year Plan” had goals of reducing gender inequality in education and healthcare.

The plan also was to increase the senior and management positions and make them accessible for women to apply for said positions. Xi Jinping, the current President of the People’s Republic of China, has proclaimed that the country will donate $10 million to the United Nations Entity for Gender Equality and the Empowerment of Women. During the next five years and beyond, this support will help the women of China and other countries build 100 health projects for women and children. March 1, 2016, the Anti-domestic Violence Law of the People’s Republic of China took effect. This law resulted in the improvement in legislation for gender equality in China. In June of that year, ¥279.453 billion was put forth toward loans to help women, overall.

‘’There are a number of contextual examples which demonstrate this discrepancy in the status of women throughout China, and whilst there has been a great deal of progress made in some elements of the popular sphere, others have been brutally repressed by a government dominated by male influence.

Mao Zedong’s famously published collection of speeches entitled ‘the little red book’ offers a glimpse into the People’s Republic’s public policy in relation to women, as Mao himself is quoted as saying ‘Women hold up half the sky’ and more overtly.’’

In order to build a great socialist society, it is of the utmost importance to arouse the broad masses of women to join in productive activity. Men and women must receive equal pay for equal work in production. Genuine equality between the sexes can only be realized in the process of the socialist transformation of society as a whole.

The china has been widening the gender discrimination gap in the society through legalized way and there is desperate need to raise the voices in gender equality.

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New Social Compact

Gender Pay Gaps during Pandemic: A Reflection on International Workers’ Day 2021

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Men, rather than women, have been disproportionately affected by job losses over time. Nonetheless, the harsh reality of this pandemic recession has shown that women are more likely to be unemployed. As a matter of fact, women have lost substantial jobs as a result of increased childcare needs caused by school and daycare closures, which prohibit many women from working, and as a result of their employment being concentrated in heavily affected sectors such as the services sector (hospitality business, restaurant, retail outlets and so on). According to a study by Alon et al, women’s unemployment increased by 12.8 percent during the first period of Covid-19 (from March 2020), while men’s unemployment increased by just 9.9 percent. Changes in job rates (which include transfers into and out of the labor force) follow the same trend, with women experiencing a much greater drop in employment than men during the recession. Similar trends have been seen in other pandemic-affected countries.

In Southeast Asia, where informal workers account for 78 percent of the workforce, women make up the majority of blue-collar employees. In Indonesia, the Philippines, Cambodia, Laos, and Myanmar, women make up a substantial portion of the domestic workers, despite having a low contractual working status in informal settings. They are underpaid as a result of the pandemic, and the Covid-19 recession has reduced their importance in the workplace. Indonesia as one of the countries which affected by pandemic also experienced similar thing, with two-thirds of the female population in the active age group (between 15 and 64 years old), Indonesia is supposed to have tremendous potential for accelerating its economic development, but the truth is the opposite due to the never-ending pandemic. Since the pandemic began, many employees, mostly women, have lost their jobs or had their working hours shortened. Of course, their daily wages are affected by this situation. Besides, the wage gap between men and women also widens from March 2020 to March 2021, with women in the informal sector receiving up to 50% less than men, clearly resulting in discriminatory practices.Despite the fact that Indonesia ratified the International Labor Organization’s (ILO) Convention No. 100 on Equal Remuneration in 1958, fair and equal salaries have remained unchanged until now, and the legislation seems to have been overlooked and inapplicable in a pandemic situation.

Furthermore, the issue is not resolved at that stage. Apart from the pandemic, both formal and informal workers are exposed to various work systems and regulations. Women may have similar experiences with low wages and unequal payment positions in both environments, but women who work in the formal sector have the capacity, experience, and communication skills to negotiate their salaries with their employers, while women who work in the informal sector do not. Women in informal work face a number of challenges, including a lack of negotiation skills and a voice in fighting for their rights, particularly if they lack support structures (labor unions). Furthermore, when it comes to employees’ salaries, the corporate system is notoriously secretive. Another issue that continues to upset women is the lack of transparency in employee wages. Despite the fact that the national minimum wage policy is regulated by the government, only a small number of female workers are aware of it.

Overcoming Gender Pay Gaps within Pandemic Condition

In the spirit of International Workers’ Day 2021, there should be an organized and systematic solution to (at the very least) close the wage gap between men and women in this pandemic situation. International organizations and agencies also attempted to convince national governments to abolish gender roles and prejudices, however this is insufficient. As a decision-maker, the government must ‘knock on the door’ of companies and businesses to support and appreciate work done disproportionately by women. Furthermore, implementing transparent and equitable wage schemes is an important aspect of significantly changing this phenomenon. Real action must come not only from the structural level (government and corporations), but also from society, which must acknowledge the existence of women’s workers and not undervalue what they have accomplished, because in this Covid-19 condition, women must bear the “triple burden” of action, whether in productive work (as a worker or labor), reproductive work (as a wife and mother), and also as a member of society. Last but not least, women must actively engage in labor unions in order to persuade gender equality in the workplace and have the courage to speak out for their rights, as this is the key to securing fair wages. And when women are paid equally, their family’s income rises, and they contribute more to the family’s well-being.

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New Social Compact

Latvian human rights activists condemn homophobia in China, Latvia and the world

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The issue of human rights of LGBT persons is like a hot potato – hard to spit it out, but also hard to swallow. Despite majority of the public having nothing against the LGBT community, people are afraid to allow them to have the same human rights everyone else has.

Governments and politicians also clash when it comes to fully recognizing the human rights of LGBT persons – and communist China is no exception. Interestingly, the Chinese Communist Party maintains a stance of double morals on this issue. On the one hand, during UN meetings China always reproaches other nations about homophobia and violations of LGBT rights. On the other hand, China has never been able to eradicate homophobia in the Chinese community, but instead has furthered it, for instance, by banning Eurovision broadcasts in China and by trying to ignore the existence of an LGBT community in China.

The Chinese Communist Party has become seriously entangled in its own ideology – as I already wrote, Chinese representatives have no shame in criticizing other countries’ discrimination of people with a non-traditional sexual orientation, stressing that China doesn’t consider homosexuality to be a mental illness. Moreover, the Chinese government has publicly stated that China supports the activities of LGBT organization. But this is simply not true! Although on the international stage Beijing acts as a protector of the human rights of LGBT communities and agitates for the equality of gays and lesbians, in China itself LGBT and women’s rights activists are being repressed, detained and held in labor camps. Thus, Beijing is doing everything in its power to suppress women’s rights and human rights in general.

The most pathetic thing in all this is that Beijing has always voted against all UN initiatives and resolutions that concern the recognition and establishment of human rights for LGBT persons, as this would draw even more attention to the violations of human rights in China itself.

In this regard, in solidarity with Chinese LGBT representatives the leading protector of LGBT human rights from the party Latvian Russian Union (LKS) Aleksandrs Kuzmins and one of the LKS’s leaders and MEP Tatjana Ždanoka have expressed concerns over the recent homophobic attacks in Latvia and are urging citizens from Latvia and around the world to attach a rainbow flag next to the ribbon of St. George during the upcoming 9 May Victory Day celebrations, thus commemorating members of the LGBT community that died during World War II.

Kuzmins stressed that during WWII members of the LGBT community also fought against Nazi Germany, adding that it’s no secret that in the Soviet army there were hundreds and thousands of gays and lesbians who fought shoulder to shoulder for the freedom of their motherland. These people were, however, repressed and exiled to Siberia after the war by the Stalin regime. Most of them were tortured to death in gulags, which is confirmed by information recently acquired from Moscow’s archives.

Human rights activists from the LKS believe that it’s time for people to change and openly talk about the mistakes that were made in the past – we don’t live in the Middle Ages anymore and we should get rid of ancient dogmas and stereotypes about the LGBT community, lest more people fall victim to the intolerance and hate.

On the eve of the Victory Day, the LKS urges global leaders to admit the severe mistakes that have been made and to end the repressions against their own LGBT communities.

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