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Ensuring Inclusion and Integration through Intercultural Education

Swaleha Sindhi Ph.D.

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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

The Tyranny of Opinion: Book Review

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Russell Blackford has written The tyranny of opinion: Conformity and the future of liberalism, which explores the conflicts between freedom of expression and political correctness (P.C.).  Much has been made of the P.C. phenomenon by commentators on both the political left and right.  Steering clear of blind partisanship, Blackford is careful to explain the many nuances of such complex issues as Internet privacy, the 1st Amendment and hate speech.

Blackford starts with an in-depth analysis of John Stuart Mill’s classic ON LIBERTY.  Mill fiercely wrote about freedom of speech, expression and thought, arguing that these liberties should be respected by not only the government, but society as a whole.  The main reason to curtail these rights, argues Mill, is the harm principle.  People should be shielded from threats and libel.

How exactly the law should define threats and libel can be a tricky process, however.  People have argued that slurs, especially racial slurs, threaten the mental wellbeing of their victims.  Certain ultraliberals argue that even academic discussion of controversial topics, such as sexual orientation, can be threatening.  Libel, if anything, has, as a definable term, experienced the opposite problem.  In the West and especially the US, libel is notoriously hard to prove in court.  Since the authoritarian Sedition Act expired in 1801, the American press and private citizens have had almost absolute power to make unflattering and even unsubstantiated statements about individuals and institutions, under the protection of the 1st Amendment.

Blackford is generally supportive of the harm-principle standard for censorship, but stresses that harmful statements must be defined under very narrow criteria.  In terms of threats, Blackford seems to find only direct threats of violence, doxxing, revenge porn and explicit epithets (which he write de-humanize whole groups of people and thus pave the way for persecution and violence) as necessitating censorship in the name of protecting citizens’ wellbeing.  On the issue of libel, Blackford agrees with the legal standard that a statement must be found to be both false and malicious in order to be found libelous.  A newspaper can’t be shut down for publishing an honest mistake, since that would create a chilling effect that would neuter a lot of bold reporting.

Such caution with regards to censorship is warranted by Blackford’s citations of history.  When people and journalists don’t feel safe to speak their mind, this can stifle social and scientific progress.  Blackford cites a Victorian Englishman who knows of many individuals who privately support gay rights, but are too afraid to speak up.  When well-intentioned people are muzzled by the status quo, Blackford concludes, injustices can continue and erroneous beliefs can continue to be treated as fact.

For this reason, Blackford argues that religious fundamentalism may be fundamentally at odds with not just free expression, but free society as a whole.  Theocratic societies have traditionally cracked down on any perceived dissenters, from the Spanish Inquisition to the imprisonment of the revolutionary scientist Galileo.  If eternal salvation through observing divine law is the ultimate goal of life, then civil law would appear inconsequential by comparison, points out Blackford.  Small wonder then that evangelical groups devote decades and countless of millions of dollars trying to erode established legal protections for reproductive healthcare and gay rights.  Blackford writes extensively about the 1989 fatwa demanding the assassination of author Salman Rushdie, issued by the theocratic government of Iran, as being the logical endpoint of the conflict between faith and freedom.

Much of the book is devoted to how political correctness (P.C.) is used as a cudgel by people from both sides of the political spectrum.  This is an important point to make, since the mainstream media mostly focuses on the P.C. of the political left.  Countless news stories are devoted to ultraliberal P.C. culture on college campuses.  Meanwhile, the P.C. of people who refuse to bake cakes for gay couples or who demand that NFL players be fired for peacefully protesting institutional racism is never called out as being political correctness.

As previously mentioned, rightwing P.C. culture usually centers on forcing religious values onto corporate and law codes.  By contrast, leftwing P.C. culture generally revolves around enforcing cultural sensitivity in society.  Ultraliberals are obsessed with virtue signaling via exposing statements that in any way are insensitive to women, LGBT or ethnic minorities.  Frequently, liberal social justice warriors cannibalize their fellow liberals, such as Bret Weinstein.  The Evergreen State College professor was mobbed by hysterical college students after he (correctly, yet civilly) pointed out a case of hypocrisy by racial activists on campus and was eventually forced to resign.  The book also cites the case of Erika Christakis, a professor at Yale who was, like Weinstein, mercilessly harangued by students, to the point of resigning.  Her offense: writing a thoughtful email exploring the nuances of cultural appropriation and policing of controversial Halloween costumes.  Ironically, Christakis the whole point of the email was stick up for the students’ freedom of expression.

Modern P.C. culture largely seems to be facilitated by social media.  Every unflattering sound bite or allegation can immediately permeate across the Web.  Tweets and Facebook posts, which encourage spontaneity, can encourage people to post now and think about the repercussions later.  The nature of social media algorithms creates an echo chamber that only shows users content that agrees with their political sensibilities.  As Blackford warns, this leads to group polarization, wherein likeminded people amplify each other’s beliefs, causing everyone in the group to become more radical than they were before joining.  This psychological phenomenon is particular evident in the far-Left, where people constantly feel the need to publically pass ideological purity tests, which they then subject to other people.

I wish Blackford had written more about how P.C. affects academic research.  Many biologists, sex researchers and psychologists have spoken out about how studying contentious matters of race and sexuality can be major taboos in academia.  Blackford touches on Alice Dreger’s GALILEO’S MIDDLE FINGER, which is about several modern scientists who came under fire for producing controversial, yet scientifically sound research.  Dr. Sandra Soh and Dr. Brian Hanley, among many others, have spoken out about the intense culture of self-censorship in the life sciences when it comes to researching issues relating to human sexuality (such as the incidence of sickle-cell anemia and heart disease).  Prof. Vernellia R. Randall is one of many who has risked being called a racist for pointing out documented medical disparities between people of different ethnicities, when it comes to maladies like heart disease and sickle-cell anemia.

In my own research, I’ve found cultural relativists who try to downplay the severe physical harms that female genital mutilation causes, in politically correct deference to non-Western cultures.

I also wish Blackford had conducted some research into the quantitative, as opposed to qualitative, reach of P.C. attitudes across society. Due to the media’s frenzy in reporting incidences of P.C. on (mostly elite, blue-state) college campuses, the problem may seem much larger than it really is.  According to The US Faculty Termination for Political Speech Database, only 45 professors were fired between 2015-2017 for political speech… out of the estimated 378,865 full-time professors currently teaching in American universities!  Multiple surveys conducted over several years by the John S. and James L. Knight Foundation find that teenagers equal or even surpass adults in their support for the 1st Amendment.  I suspected that a silent majority of Americans are opposed to many, if not most, of the most extreme positions of social justice warriors.  Almost all of the coverage and analysis of P.C. by the media is negative, which would further suggest that P.C. is not a movement with widespread support in civil society.  Hopefully, Blackford will produce some clarification via quantitative data in future editions of the book or a whole separate book.

The tyranny of opinion is a very impartial book on the implications of political correctness in a free society.  Blackford outlines the framework of freedom of expression through analysis of philosophers such as John Stuart Mill and Frederick Schaeur.  He then explores many concepts of psychology and sociology, such as information cascades, group polarization and the research of psychologists like Solomon Asch and Stanley Milgram.  The book does a good job at exposing the liberalism of both liberal and conservative social justice warriors.  Through historical and empirical analysis, the book both prescribes the dangers of self-censorship in society and offers reasonable solutions.  Anyone who has felt chills after watching a news story about crazy SJWs on a college campus or witnessing a P.C. mob on Twitter should read this book for a more nuanced understanding of political correctness and the 1st Amendment, in general.

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New Social Compact

World population set to grow another 2.2 billion by 2050

MD Staff

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The world’s population is set to grow by 2.2 billion between now and 2050, the UN said on Wednesday, and more than half of that growth – 1.3 billion – is likely to be in sub-Saharan Africa, where women’s rights are hampered by limited access to healthcare and education, along with “entrenched gender discrimination”.

Monica Ferro, Director of the UN Population Fund (UNFPA) in Geneva, said the trend globally is towards smaller families, indicating that more people are making choices about exactly how many children they want, or can afford to raise.

Despite the gradual transition to lower fertility rates, which began in Europe in the late 19th century, no country can claim that all their citizens enjoy reproductive rights at all times, Ms Ferro told journalists at a press briefing. “No matter if it is a high fertility-rate country or low fertility-rate country, in both of them, you will find individuals and couples who say they don’t have the number of children they want. They either have too many or too few.”

In 43 countries, women have more than 4 children

According to UNFPA’s State of World Population 2018, there are 43 countries where women have more than four or more children, and 38 of these are in Africa.

In all but five East African countries, fewer than half of all women surveyed, said they would prefer not to have any more children.

If UNFPA’s predictions are correct, Africa’s share of the world population will grow from 17 per cent in 2017, to 26 per cent in 2050.

Staying with the African continent, fertility rates are “significantly lower” in cities than in rural areas, the report indicates. In Ethiopia, for example, women have around 2.1 children in cities, whereas they have around five in the rest of the country.

Bigger families in conflict zones

Underlining the link between conflict and insecurity with bigger families, the UNFPA data also shows that Afghanistan, Iraq, Palestine, Timor-Leste and Yemen have higher fertility rates than the overall average of 2.5 children per woman.

The UNFPA official urged all countries to implement a range of policies and programmes that would increase the “reproductive choices” of their populations.

“In developing countries, 671 million women have chosen to use modern contraception,” Ms Ferro said. “But at the same time, we know that 250 million in the developing world want to control their fertility, and lack access to modern contraceptive methods.”

Prioritizing quality maternal healthcare for all is key, according to the UN report, which highlights the need for access to modern contraceptives, better sex education, and an emphasis on changing male stereotyping of women.

Couples who want to have more children should also be helped to do so, Ms Ferro said, explaining that economic barriers which preventing this from happening could be better addressed, through measures such as affordable child care.

France and Norway had seen their birth rates pick up after taking such steps in recent decades, the UNFPA official said.

Nonetheless, many developing countries lack the resources or political security they require to improve reproductive health and rights for all.

They “are struggling hard to meet the demand for education, the demand for jobs, the demand for even having healthcare services that are accessible to everyone,” Ms Ferro said. “What the report tries to show is that in these countries, the unmet need for family planning is typically very high.”

Reproductive rights have improved ‘substantially’

In the nearly 25 years since the landmark International Conference on Population and Development was endorsed by 179 Governments, people’s reproductive rights have “substantially improved around the world”, Ms Ferro said.

She noted that States agreed then that it was important for couples and individuals to decide the number, spacing and timing of their children, and that such decisions were made free from discrimination, coercion or violence.

A similar commitment is reflected in the Sustainable Development Goals agenda, agreed by the international community in 2015.

Nonetheless, hundreds of thousands of women continue to suffer from the failure to implement this programme of action, the UNFPA official insisted.

“Every year, 300,000 women die during pregnancy or childbirth because they have no choices in maternal healthcare; every day, thousands of girls are forced into child and early marriage and are victims of female genital mutilation. They have no choices.”

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New Social Compact

Poverty should be our history, not present

Dr. Rashid Bajwa

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17th October presents an opportunity to not only acknowledge the struggle of our fellow humans suffering from poverty but also gives us a chance to examine what we in our capacity have done and plan to help them in their struggles. Martin Luther King once said “Our lives begin to end the day we become silent about things that matter”. Going by that, there should come a time in every person’s life when they break the shackles of silence and talk about things which matter on a larger scale. When UN General Assembly adopted the Vision 2030 agenda with 17 SDGs, the first goal out of the these 17 was to eradicate poverty. I have had the distinct opportunity of leading Pakistan’s only countrywide rural development programme i.e. National Rural Support Programme (NRSP) for more than two decades. NRSP (combined with NRSP Bank) is the largest microfinance provider in the country focusing on rural areas. A key principle in our strategy for combating poverty is to harness people’s potential, enabling them to participate in local development activities.

One of the worst manifestations of poverty is exclusion from participation in decision making process whether at local or national level. Having said that, it is important that we realize that no one intervention is sufficient against poverty. If the challenges are multi-dimensional, the response needs to be the same. From my personal experience, I can state with some certainty that for an effective strategy on poverty eradication, a people-centered approach is the key. A policy that combines infrastructure development and livelihood strategies, with the assurance that the target community is capacitated enough to participate and make their own decisions whether political, economic or about their social life.

NRSP social mobilisation model follows an established three tiered people centric mobilization strategy to organize local communities into sustainable community institutions (CIs). The lowest tier is called community organization (CO). With an 80% representation of local households, a CO is federated into a village level organization called Village Organization (VO). Members from both CO and VO after going through capacity building trainings are federated into Local Support Organization (LSO). Village Development Plan (VDP) and Union Council Development Plan (UCDP) are two important outcomes from these CIs. Because this model ensures participation from the grassroot level, one can be sure that needs and problem identification follows a bottom to top order. Currently NRSP has formed 209,860 COs, 7,574 VOs and 820 LSOs with a total of 3,351,687 community members. 56% of these members are women.

At every CI level, members are requested, trained and facilitated to identify what are the opportunities in their lives which would help them to come out of extreme poverty. Every household makes a Micro Investment Plan (MIP) for their own house. What makes this model unique; are the four qualities that become the guiding principle of these CIs, inclusion, transparency, accountability and good governance. For any CI, to be eligible for development support, it has to meet a stringent criteria. Adherence to these principles makes these CIs sustainable, brings a sense of ownership and empowers them to address their issues themselves.

Based on the plans proposed by these CIs, the activities could be categorized in two different categories, Individual/household activities (Income generating grants, asset transfer for the destitute Access to loans capital e.g. CIF, micro credit, savings, Skills enhancement trainings leading to employment generation) and Community/Village level activities (Access to technical and financial services to accomplish the identified plans, Support for project design, resource mobilization and development of linkages with local government and other development organizations). Individual activities lead to ‘private goods’ which once sold to the consumer bring financial capital to the seller. Community/Village level activities lead to ‘public goods’ thus enhancing the functioning of the particular community. Reports on poverty in Pakistan show that as much as 40% of the population, almost half of us suffer from some form of poverty. Poverty in urban areas stands around 10% as compared to 54 % in rural areas. FATA with 73% and Balochistan with 71% poverty rate are the most affected provinces due to poverty. In 2016, Pakistan was declared of having the lowest Human Development Index (HDI) in South Asia. We have a bulging youth population and continuously increasing unemployment rate. These statistics and facts paint a grim picture.

Humans are always willing to improve their lives irrespective of their ethnicity, education, social, education or religious backgrounds.This assertion has to be the key ingredient in the policy making process for poverty eradication. NRSP is currently implementing two large scale five year projects based on the same philosophy in Sindh and Balochistan. Sindh Union Council and Community Economic Strengthening Support Programme (SUCCESS) and Balochistan Rural Development and Community Empowerment (BRACE) with support from European Union (EU) and Local Governments. Especially SUCCESS in Sindh is focused on inclusion of women in the development process and all community institutions formed are women only. Women are leading the change in rural Sindh. BRACE in Balochistan also ensures that 50% of the total beneficiaries and participants of the programme are women.

These are interesting times for Pakistan. The world is changing and so is Pakistan. ICT for development in shape of digital innovation offers a new intervention for poverty alleviation. Improved access of services and products, sharing of information and ideas can open new avenues of positive change (E-Kissan is an example). Whether its health, education, agriculture or capacity building, ICT offers many tools to its users. In terms of accessibility and training, established Rural Support Programmes (RSPs) can play a lending hand. Public-private partnership can act as a catalyst in this digital transformation process. As large as the menace of poverty is in Pakistan, our response needs to be equally larger. A joint platform of all involved stakeholders can be the first step towards policy reforms that safeguard these marginalized communities against threats arising from poverty. We are not short of resources or manpower needed to do the work, what is needed is the will and effort to point us in the right policy direction.

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