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.
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.
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.
An Analysis on Marshall McLuhan’s concepts
Marshall McLuhan is an important scholar who has made major contributions to communication discipline through introducing new concepts like “global village” and “medium is the message”. It can be said that ideas of McLuhan can be applied to new technologies and social media discussions today.
McLuhan introduced the idea of “medium is the message” in his book called Medium is the Message that was published in 1967. According to McLuhan, what is said by the message is not very significant. The media actors which can be regarded as the medium hold a more major influence on the masses than the message it presents.
The medium (or media in other terms) does not only have the role of being the carrier of the message but it is also the message that shapes people’s views and perceptions (McLuhan, 1967). McLuhan, based on the idea of “medium is the message” gave examples to support his claim in his book Understanding Media: The Extensions of Man published in 1964. According to McLuhan, the content of any medium is always another medium. For instance, the content of writing is speech; the written word is the content of print; and print can be seen as the content of the telegraph (McLuhan, 1964).
Another important concept coined by McLuhan is “global village”. This concept was introduced in the 1960s to say that mass media will spread all over the world and make the world become a global village (McLuhan, 1962). According to McLuhan, the electronic interdependence of today’s world produces a world in the sense of “global village”. The global village has been created by the instant electronic information movement according to McLuhan.
McLuhan believed in the usefulness of communication technologies. One of the most important emphases McLuhan made was about drawing attention with his findings about the global communication revolution. According to McLuhan, TV has been a critical invention that ensures that nothing remains a secret, and that eliminates privacy, and he believed that the change of societies is possible with the development of communication tools in various forms. McLuhan made one of the most important predictions of the 20th century. This was the Internet.
In contemporary world, social media is used by millions of user all over the world. New technologies have turned the world into a “global village” Although McLuhan said almost 60 years ago, his ideas about media (medium is the message) and the “global village” concept are still relevant today.
- McLuhan, M. (1962), The Gutenberg Galaxy: The making of typographic man. London: Routledge.
- McLuhan M. (1964), Understanding Media: The Extensions of Man by Marshall McLuhan, McGraw Hill
- McLuhan, M. (1967). The Medium is the Massage: An Inventory of Effects. London: Penguin Press.
Leaving no one behind with Fiqh for person with disability
As I watch the new Netflix documentary, Crip Camp: A Disability Revolution produced by former President Barrack Obama and Michelle Obama, I realize thatthere is an urgent need for grassroot activism to support disability religious rights to pave the way towards greater equality. The movie highlights disabled summer campers who fight for the realization disability rights in 1970s, at the time when they were largely ignored by the state.
And does Indonesia need A Disability Revolution?
According to a study by Monash University, it is estimated that the disability prevalence rate in Indonesia is between 4% and 11%. There are several causes of disability, ranging from malnutrition, diseases, ageing population, natural disaster, and accident. Unfortunately, due to social stigma in the society against people with disability, the disability statistical figures may be underreported.
The Indonesian government has been actively involved in international convention by ratifying United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2007 and issued the law no. 8 of 2016 on rights of persons with disabilities to comply with human rights standards. But, at the same time the law faces some stagnate situation regarding improved well-beings of people with disabilities because disability prejudices are still at the heart of this tension.
For example, disabled children are less likely to attend formal education because of lacking inclusive schools. In public places, ramps and accessible information are not easily available. Zooming into the workforce, Indonesian 2010 census reported that only 26,4% people with severe disabilities were employed in formal sectors. This resulted in high rate of self-employment among people with severe disabilities. Many people with mental disability, such as bipolar disorder, have to conceal their condition for the fear of losing jobs.
A research found that discriminations against people with disabilities in developing countries, including Indonesia, caused a loss of up to 7% of Gross Domestic Product(imagine : what if a genius with severe disability like the late Professor Stephen Hawking had never been employed at university?).
Women with disabilities even suffered more from double prejudices, by their gender and their disabilities. What makes thing more difficult for disabled citizens is that, despite of some disabilities laws and ministerial decrees, they were poorly enforced. This explains the urgency of ending this discrimination from a social-economic developmental perspective.
As the largest Muslim majority country in the world, Fiqh (Islamic jurisdiction) for person with disability remains important to safeguard equal religious rights. As a non-disabled Muslim woman, being able to perform Islamic prayer (shalat) properly help me increase my mental wellbeing during this unprecedented time.
Unfortunately, there are still some Muslims who believe that disabilities are by-products of witchcrafts (sihr) or demons (syaitan) which can be healed only by involving spirits and enchanting some quranic verses. Further, in Islamic law per se, there is no specific term which can encompass all disabilities.
“Fiqh for person with disability is very important because the society has yet to accommodate special needs for people with disabilities in performing religious rituals. For example, how does Islam regulate the wudlu(ablution) taken by a man/woman without arms? Considering that Islamic law obligates that someone must wash one’s arm up to elbow during wudlu. And will the wheelchair be considered as najis(impure) inside the mosque?” said Mr. Bahrul Fuad, a disabled person and board member of AIDRAN (Australia-Indonesia Disability Research and Advocacy Network).
Mr. Ahmad Ma’ruf, the Disability Program Team Leader of Muhammadiyah, the second largest and most influential Islamic organization in Indonesia after Nadlatul Ulama (NU), even posed critical questions:“What if persons with hearing impairment wish to get married and say ijabqabul (Islamic marriage vows), will they use sign language? Because religious court has yet to regulate the sign language issue. And who has the authority to validate the sign language as “legally correct” in Islamic marriage? What if a man with wheelchair wishes to be an imam (leader of a congregational prayer)? Is he allowed to do that, given the fact that many people still interpret explicitly the regulation that makmum (member of a congregational prayer) must follow movements of imam? What if there is no accessible ablution facility in a mosque? Should a person with disability performs tayamum (dried ablution)?”
To address this issue, NUand Muhammadiyah issued Fiqh for person with disability and raise awareness of the public concerning equality for disabled communities. NU even collaborated with the Ministry of Religious Affairs to disseminate the Fiqhto mosques nationwide.
Fiqh for person with disability will fulfil civil rights of disabled community comprehensively, ranging from ubudiyah(religious rituals),muamalah(interpersonal relation), to sahusiah(public policy). This Fiqh will also protect rights of disabled women, as the most marginalized group.
To ensure the smooth implementation of the Fiqh, the government, civil societies, disabled people organizations, religious leaders, and experts of Islamic law should collaborate for accountable monitoring and evaluation. Regular capacity buildings for judges, teachers, and village officials should also be organized.
Finally, political buy-in through Perda(regional regulation)and guidelines should be issued to strengthen government officials’ commitment to enforce the Fiqh. For example, the Special Province of Aceh under Syariah law have regularly issued qanun(regional regulations subjected to Islamic stipulations).
Historically speaking, during the Umayyad Caliph era in the 700s, the Caliph Al-Waleed ibn ‘Abdul Malik accommodated health treatment needs for his population with disabilities through the provision of health care clinics within all his jurisdictional provinces. This idea was emulated by Caliph Umar Bin Abdul Aziz who hired support services workers for people with disabilities. This initiative resulted in social and legal impacts worldwide, in which a broad array of laws on disabilities were enacted.
In making public policy for citizens with disabilities, the government of Indonesia should not paint disabilities situation with a broad brush. Rather, Fiqhfor persons with disabilities must be taken into consideration seriously. Otherwise, there will be far-reaching consequences on well-beings of people with disabilities in the long run.
This Fiqhis a beacon of hope for future generations, to leave no one behind.
As put forward by a member of Crip Camp: “If you don’t demand what you believe for yourself, you’re not gonna get it”.
Good Parenting Reduces the Divorce Rate
Divorce is a very stressful event. Apart from having a bad impact on children, divorce has a major impact on the survival of the husband and wife who experience it. Divorced couples visit psychiatric clinics and hospitals more than couples from intact families. Divorced couples experience anxiety, depression, feelings of anger, feelings of incompetence, rejection, and loneliness.
In Indonesia, the divorce rate from year to year shows an increasing trend. The Ministry of Religious Affairs of the Republic of Indonesia reports that since 2015 until now there has been an increase in the divorce rate. In 2015 there were 394,246 cases, in 2016 it increased to 401,717 cases, then in 2017 it increased to 415,510 cases, as well as in 2018 it continued to increase to 444,358 cases, and by 2020, per August the number had reached 306,688 cases.
The increase in the divorce rate from year to year has serious consequences in families. Conflict during the process of parental divorce and separation has a negative impact on the physical and psychological well-being of all family members. Quite a number of research results show that divorce has a negative effect on all family members, especially children. The results of Amato’s research in 2011 with a meta-analysis approach to 67 study results showed that children from divorced families had lower academic achievement, behavior, psychological adjustment, self-concept and social relations than children from intact families.
Based on In the author’s empirical observation, the ending of marital status for a particular family also brings several social impacts, for example: narrowing social networks which results in a lack of social support, causes negative life experiences and psychological suffering, and causes economic hardship for women.
Thus rather than that, a marriage which basically originates from an agreement between two parties, so if there is a divorce, it is certain that both parties will suffer losses. Even children from marriages who divorce will share such losses. Then, what factors cause divorce? In my opinion, the substantial cause of divorce is the parenting concept of a married couple.
Parenting, generally known by the public as a pattern of parenting parents towards their children. This assumption is not completely wrong, but it must be straightened out that parenting is an ideal household conceptualization. Of course, you have to move from a husband and wife long before you have children. A husband and wife have had to discuss it long ago so that in various desired manifestations it can be carried out harmoniously together.
Parents (married couples), basically forming their children until they reach maturity will not be separated from the influence of their world. The mode of reflection on the relationship between parent and child is a complex activity that includes many specific attitudes and behaviors that work separately and collectively to influence the child’s outcome and the emotional bonds in which parental behavior is expressed.
In this case, parenting can be explained in terms of two components, namely parental responsiveness and parental demandness. Parents’ demands are the extent to which parents set guidelines for their children and how their discipline is based on these guidelines. Parental responsiveness is an emotional characteristic of parenting. Responsiveness continues to the extent to which parents support their children and meet the children’s needs. Both responsive and demanding parenting have been linked to securing attachment to children. Referring to Baumrind (1971), he identifies three parenting styles, namely: authoritative, authoritarian, and permissive with responsive and demanding concepts in mind.
Authoritative parentingis a condition of authoritative parents as a combination of demands and responsiveness. They make logical demands, set boundaries and demand children’s obedience, while at the same time, they are friendly, accept the child’s point of view, and encourage children’s participation in decision-making and often seek their children’s views in family considerations and decisions. This type of parent is then referred to as the type of parent who monitors and disciplines their children fairly, while being very supportive at the same time.
Authoritarian parenting, a demanding and unresponsive parental condition. They engage in little reciprocal interaction with children and expect them to accept adult demands without question. Strict socialization techniques (threads, commands, physical strength, love withdrawal) are used by parents who are authoritarian and withhold self-expression and independence. Authoritarian parents tend to set high standards and guidelines and require compliance. Authoritarian parents attribute love to success and not nurturing like the other two parenting styles.
Permissive parenting, consists of several clear and predictable rules due to inconstant follow-up and neglected bad behavior, neutral or positive affective tone. They give children a high degree of freedom and do not restrain their behavior unless physical injury involves. Permissive parenting shows an overly tolerant approach to socialization with responsive and non-demanding parenting behavior. These parents are nurturing and accepting, but at the same time they avoid imposing demands and controls on the child’s behavior. They have little or no hope for their children and often see their children as friends and have few boundaries.
Based on the three parenting models above that the author has reviewed and conducted a literature review, it is clear that the Good Parenting pattern that must be applied by a husband and wife is authoritative parenting. This concept implies a condition in which a positive influence on the realm of a child’s life until he grows up on the aspects of education and psychological well-being is formed.
A positive parent-child relationship illustrates that the family will survive in harmony so that it becomes the foundation of a healthy home and community environment. The influence of the parents on the whole life of the child means the influence from birth to adulthood due to the parents. Children spend most of their time at home and the attitudes, behavior, standard of living, and communication of parents with their children have a major impact on the child’s future life. If their parents are too strict or too obedient, it has a negative impact on their life. But the supportive, caring and flexible attitude of the parents results in a psychologically and mentally healthy child.
Parents (a married couple) should adopt an authoritative parenting style and practically apply it when dealing with their children. They are the backbone of a nation and the nation’s future depends on their psychosocial development. Healthy parents can produce healthy children in exchange for a healthy nation. On the other hand, unhealthy parents (husband and wife) will have a bad influence, a small example is divorce. And this is a burden for the nation.
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