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The Constitutional Mandate and Education

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The Constitutional Mandate and Education The Constitutional Mandate and Education nnnn A Report on the nnnn (i) Impact of Pedagogy of the Approach, Teaching Textbook and Curricullum being followed in some of these non-governmental and governmental schools; (ii) Spread of the RSS/VHP Network in the Field of Education, (iii) Spread and Reach of Madrassa Education, (iv) State and Private Funding of These Institutions/Networks Presented to the CABE sub-Committee on “Regulatory Mechanisms for Textbooks and Parallel Textbooks Taught in Schools Outside the Government System” April 6-7, 2005 Edited and Produced by KHOJ for a plural India Programme, Sabrang, Mumbai 1 Edited and Produced by: KHOJ for a plural India Programme, Sabrang, Mumbai Endorsed By 1. Teesta Setalvad, KHOJ 2. Professor Hari Narke, Satya Shodhak Samaj, Pune [founder Jyotiba Phule] 3. Rajendra Sail, People’s Union for Civil Liberties [PUCL, Chhatisgarh] 4. PS Mane, Social Welfare and Eastern Education Trust, Maharashtra 5. Valjibhai Patel, Council for Social Justice, Ahmedabad 6. Hanif Lakdawala, Institute for Initiatives in Education, Ahmedabad 7. Ambarish Rai, National Alliance for the Fundamental Right to Education [NAFRE], New Delhi 8. Pratibha Shinde, Punarvasan Sangharsh Samiti, Nandurbar, Maharashtra 9. Communalism Combat, Mumbai 10. Dolphy D’Souza, Voice of the Exploited & All India Catholic Union [AICU] 11. Varsha Deshpande , Yuvak Kranti Dal, Satara, Maharashtra 12. Prof Shrawan Deore, satya Shodhal Chhatrapati Gyanpeeth, Dhule, Maharashtra 13. Sumedh Ramji Jadhav, People’s Union for Human Rights, Mumbai 14. Javed Anand., Muslims for Secular Democracy 15. Fr Cedric Prakash, Prashant [Centre for Human Rights, Justice and Peace] 16. Suresh M. Bhosale, Friends of Society, Mumbai 17. Sheba George, SAHRWARU, Women’s Action and Resource Unit, Ahmedabad 18. Alvyn De’Souza, Documentation, Research and Training Centre 19. Fr Fancis D’Britto, Justice and Peace Commission 20. Mr Marcus Dabre, President, Harith Vasai Saurakshan Samiti 21. Mr Arun Raut, Member, Committee for Human Rights Protection, Vasai 22. Fr T K John, Vidya Jyoti, Delhi 23. Dr Sajan K George, National Convener, Global Council for Indian Christians 24. Mr. Iqbal Ansari, Minorities Council, Aligarh 3 Edited and Produced by: KHOJ for a plural India Programme, Sabrang, Mumbai TABLE OF CONTENTS 1. SUMMARY 7 Notes/Recommendations 2. PART ONE: The Constitutional Mandate and Education 11 (a) Impact of Pedagogy Of the Approach, Teaching Textbook and Curriculum. (b) Ekal Vidyalaya. (c) Madarssas. (d) State and Private Funding. 3. PART TWO: Text of the State-run schools Textbooks 36 (a) Caste system receives generous treatment in Indian textbooks. (b) Demonising Christianity, Islam. (c) Sati was a virtue. (d) Fascism and Nazism in Indian Textbooks. (e) RSS-run Vidya Bharati schools blatantly use communal ideas. (f) Hinduisation of ostensibly secular, state–run schools in BJP–ruled U.P. 4. ANNEXURE I – Gujarat: Situating the Saffronisation of education 54 5. ANNEXURE II – History – through the prism of constructed identity 64 5 Edited and Produced by: KHOJ for a plural India Programme, Sabrang, Mumbai NOTES/RECOMMENDATIONS PART I 1. Chapter III & IV of the Constitution: It is imperative that basic notions of Constitutional rights and values, and universal human rights be made a compulsory part of the school curriculum even in private-run institutions. An effective and realistic mode of monitoring this is a must. Regular and publicly published reports of the State’s Monitoring in this direction should be published to ensure adherence and transparency. Individuals and groups must have a right to complain to state authori- ties if they find that what is happening in schools runs contrary to the Constitutional Mandate. 2. National Commission for Minorities Annual Report 1998-99: The Indian State at all levels needs to publicise regular data on what it is doing and has done to further education and employ- ment for religious minorities, women, tribals and Dalits. It is this abdication that needs to be cor- rected. 3. RSS-VHP run schools: It is imperative that the functioning of these schools in remote tribal areas is brought under national scrutiny and co-related to the rise of the incidences of violence targeted against religious minorities in the specific region that they are located. 4. Ekal Vidyalaya 5-day preliminary training (Prathamik Varg): It would be important for the Indian state to examine how these orientation sessions actually work out from a district to district basis. 5. Ekal Vidyalaya 5-day preliminary training (Prathamik Varg) and 10-day (Abhyas Varg) for training coordinator: It would be important for the Indian state to examine how these orientation sessions actually work out from a district to district basis. What for instance does this monthly syllabus contain? Is preparation for violence against sections a part of the training? 6. Ekal Vidyalaya’s Curriculum: It would be important to co-relate these avowed ideals of the Ekal Foundation with the activities of it’s activists, teachers etc on the ground in the various states that it operates. What are the stories told? What is the historical authenticity of the curriculum? 7. Ekal Foundation (Ekal Vidyalaya) website (www.ekalvidya.org): Contrary what is claimed on the website, to suit international standards and draw funds, the functioning of Ekal Vidyalayas to date shows in fact a tendency to “Brahminise” or “Sanskritise” local tribal culture. It would be interesting for the CABE committee to be informed whether or not there has been any state monitoring of the curriculum transaction in Ekal Vidyalaya schools. Comment: What can be immediately seen from the section on Moral Values is that there is no mention of engendering any Constitutional Values: no mention of respect for the Equality of One and All, Equal Respect for All Religions, Belief in Common Property and Sharing, Equal Status for Men and Women and between Different Castes and Communities, the Engender- ing of a Rational Outlook etc. 7 Edited and Produced by: KHOJ for a plural India Programme, Sabrang, Mumbai Comment [2]: In fact all available published data shows that in fact there is a concerted attempt to in fact wean, often with inducements, tribal peoples from their local indigenous cultures and in fact bring them to an ‘all-Hindu’ fold 8. Schemes and funds allocated by the union government for modernisation of madrassa cur- riculum: Madrassa curriculum needs to be rationally examined. National stock and monitoring needs to be taken of the scheme announced by the government every year to modernise madrassa education and it’s effective implementation. These need to be publicised. 9. Curriculum of the network of schools under the RSS Akhil Bhartiya Shikhsa Sansthan: The content of the curriculum, texts and transaction in the classroom on moral and spiritual education needs to be brought under scrutiny. At no stage have the RSS run schools being subject to any such scrutiny 10. RSS-run Vidya Bharati schools: Vast private funding is one source behind these instutions. Much of this money comes from abroad. But as figures related to Ekal Vidyalayas below show, State Funding has helped them grow in both Rajasthan and private corporate funding in Karnataka. 11. Gujarat RSS run schools and their role in post 1999: The country knows the story of Gujarat post-1999. Whether it is Dangs, the Panchmahals or other tribal areas, the curricular transaction in the RSS Shishu Mandirs and Ekal Vidyalays needs to be monitored and publicised. 12. Ekal vidyalyas Funding: An inquiry needs to be made on a) Grounds on which Funds are sought by these various organisations; b) What they are actually used for 13. Funds allocated by Central Govt to National Minorities Development and Finance Corpora- tion: Reports of how these monies are disbursed and used need to be publicised. Does the State encourage liberal and modern elements within the religious community that further secular, Consti- tutional values? PART II 1. ‘How textbooks teach prejudice’, Communalism Combat, October 1999: In April 2000, months after Communalism Combat had published this report, a Parliamentary committee with 42 members went into examining some of the contents of the Gujarat text books. Months later, finding these sections objectionable, the Gujarat government was directed to delete these portions. To date this has not happened. 2. National Council for Educational Research and Training Report: There needs to be greater transparency in the constitution of State and National Textbook Committees. Even at more progres- sive times, the fact that historians with one or the other worldview heavily dominated state positions and filled committees has further ensured that a uni-dimensional, dry pedagogy in history and social studies has resulted. 3. Portrayal of caste in Indian Textbooks: Even progressive interpretation tends to exclude any treatment of caste within the curriculum and text-book. It is either as if the inequities and brutal discriminations caused by caste do not exist any more. Where it is treated, there is an attempt to Edited and Produced by: KHOJ for a plural India Programme, Sabrang, Mumbai 8 justify the origin of the caste system. Similar the systemic denial of basic dignity and human rights to the Indian indigenous tribal populations is deliberately excluded from the social studies curriculum. 4. A chapter in history, final year Bachelor of Arts students in Maharashtra: The subtle and not- so-subtle exclusion and ‘othering’ of religious minorities is starkly
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