Empowerment of Prospective Primary and Secondary School Teachers on Human Rights Education in Manipur: Status and Challenges
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EMPOWERMENT OF PROSPECTIVE PRIMARY AND SECONDARY SCHOOL TEACHERS ON HUMAN RIGHTS EDUCATION IN MANIPUR: STATUS AND CHALLENGES T bmitte parti ulfilme D D P Eio S B KSHETRIMAYUM INDRANI DEVI (Regd. No. MZU/Ph. D/238 of 25.11.2008) U supervi PROF. B. B. MISHRA (Dean, School of Education and Humanities) DEPARTMENT OF EDUCATION SCHOOL OF EDUCATION AND HUMANITIES MIZORAM UNIVERSITY, AIZAWL September 2013 DECLARATION I, Kshetrimayum Indrani Devi, hereby declare that the thesis/subject matter of Thesis entitled “Empowerment of Prospective Primary and Secondary School Teachers on Human Rights Education in Manipur: Status and Challenges”, is a record of work done by me, that the content of this Thesis did not form basis of the award of any previous degree to me, or to the best of my knowledge, to anybody else; and that the Thesis has not been submitted by me for any research degree in any other University/Institute. This is being submitted to the Mizoram University, Aizawl for the award of Doctor of Philosophy in Education. Mizoram University (KSHETRIMAYUM INDRANI DEVI) Aizawl: Mizoram Candidate Dated: MIZORAM UNIVERSITY OFFICE OF THE DEAN, SCHOOL OF EDUCATION AND HUMANITIES Aizawl : Mizoram – 796 004 Post Box No : 19 Phone No : 0389 – 2331615/ 919436353711(M) PROF. B.B. MISHRA P E &D Dated: 27th September, 2013 This is to certify that the work incorporated in this thesis entitled “Empowerment of Prospective Primary and Secondary School Teachers on Human Rights Education in Manipur: Status and Challenges” is the bonafied research work carried out by Kshetrimayum Indrani Devi under my supervision and the same has not been submitted previously for any degree. (Prof. B. B. Mishra) ACKNOWLEDGEMENT I deem it my most pleasant duty to gratefully acknowledge the invaluable guidance and help given to me by my guide and supervisor Prof. B. B. Mishra, Professor, Department of Education and Dean, School of Education and Humanities, Mizoram University, Aizawl, Mizoram whose constant inspiration, able guidance and fatherly affection enabled me to complete this work. I express my deep sense of gratitude to Mrs. Binodini Mishra, wife of my esteemed supervisor for her motherly affection and inspiration. I express my profound gratitude to Prof. Lalhmasai Chaungo, Head of Department of Education, Prof. R. P. Vadhera, Professor, Department of Education, Dr. H. Malsawmi, Dr. L. Hnamte, Dr. L. Zomingliani and Mrs. Lalmaunzuali, Faculty Members of Department of Education Mizoram University, Aizawl, Mizoram and Mr. Vanlalhruaia, Senior Technical Assistant and other supporting staffs of Department of Education, MZU for extending their cooperation in the conduct of the research. I am grateful to Professors of other department of MZU who were kind enough to go through my tools and offered valuable suggestions. I offer my thanks to the authorities of National Council of Teacher Education (NCTE), National Council of Educational Research and Training (NCERT), National University of Educational Planning and Administration (NUEPA), Indian Institute of Human Rights, Indian Council of Social Science Research (ICSSR), Delhi University, Jawaharlal Nehru University, Jamia Millia Islamia University, National Human Rights Commission at Delhi, Gauhati University, Guwahati and Manipur University for allowing me to use their library resources. I also express my special and sincere gratitude to my parents, K. Brajamohan and Manjuri Devi; brother, Durgadas; brother in law, Dr. Y. Damodar; parent in laws, N. Nabachandra and Thaniljaobi Devi; husband, Mr. N. Surjit; teachers, Prof. K. Ibo, Dr. N. Subhachandra, Dr. N. Rokendro, Dr. K. Shitaljit, Dr. N. Mohandas, for their encouragement and valuable co-operation in carrying out this work. I further acknowledge my relatives and friends who are not named here but have inspired me to complete this work. I am thankful to Shri Ng. Nongyai, Dr. O. Kullabidhu, Shri Y. Laba, and Shri Kh. Mani, the human rights activist in Manipur for giving me scope to interact with them in the context of my study. I express my sincere thanks to the principals, teacher educators, trainees of CTEs and DIETs, in-service teachers, head masters/principals of primary and secondary schools in Manipur who have extended their cooperation in collecting data needed for the investigation. I owe my sincere gratitude to the learned authors and researchers whose works have enlightened me and have been referred in the report. I am thankful to MHRD, Govt. of India and UGC for the award of RGNF to me, which enabled me to pursue my research work. (Kshetrimayum Indrani Devi) CONTENTS Page List of Tables i List of Figures ii Chapter I INTRODUCTION 1.00: Prologue 1 1.01: Genesis of Human Rights 3 1.02: Concept of Human Rights 13 1.03: Genesis of Human Rights Education 16 1.04: Human Rights Education: What and How 19 1.05: Human Rights Education in India 27 1.06: Backdrop of Manipur 29 1.07: Human Rights Education in Manipur 34 1.08: Research Position on Human Rights Education 36 1.09: Rational of the Study 37 1.10: Statement of the Problem 40 1.11: Operational Meaning of the Key Terms Used 40 1.12: Objectives of the Study 41 1.13: Hypotheses of the Study 42 1.14: Delimitation of Scope Enquiry 43 1.15: Plan of the Report 44 Chapter II REVIEW OF RELATED LITERATURE 45 Chapter III PLAN AND PROCEDURE 3.00: Research Approach 64 3.01: Sources of Data 64 3.02: Population and Sample 67 3.03: Tools and Techniques used 71 3.04: Data collection 75 3.05: Organization of Data 75 3.06: Analysis of Data 75 Chapter IV ANALYSIS AND INTERPRETATION 4.00: Content Analysis of the Text Books of Standard I-X 76 4.01: Contents in the Syllabi of DIETs and CTEs Related to Human Rights Education in Manipur 110 4.02: Statistical Analyses (Descriptive) 120 4.03: Differential Analyses 130 4.04: Perceptions of Principals, Teacher Educators and Trainees of DIETs and CTEs of Manipur for Better Empowerment of Prospective and In-Service Teachers in Transacting Human Rights Education 137 Chapter V RESULTS AND DISCUSSIONS 5.00: Results of the study 152 5.01: Discussion of Results 160 5.02: Suggestions 162 5.03: Educational Implications 164 5.04: Limitations of the Study 167 5.05 Suggestions for Further Research 168 5.06 Epilogue 168 SUMMARY 171 REFERENCES 189 SUGGESTED READING 195 APPENDICES COPY OF PUBLISHED ARTICLE i List of Tables Sl. Table Title Page No. No. 1 3.01 The list of DIETs and CTEs 69 2 3.02 Category Wise Sample of the Study 69 3 4.01 Means (with percentages) and Standard 122 Deviations of Prospective and In-service Primary School Teachers on the four Components of Human Rights Education and on Composite Scores 4 4.02 Mean (with percentages) and Standard Deviation 123 of Prospective and In-service Secondary School Teachers on the four Components of Human Rights Education and on Composite Scores 5 4.03 Means and Standard Deviations of Different 132 Groups on the four Components of Human Rights Education and on Composite Scores 6 4.04 t- Values for Different Groups compared on Four 133 Components of Human Rights Education and on Composite Scores 7 4.05 Mean and Standard Deviation of Govt. CTE and 134 Pvt. CTE on the four Components of Human Rights Education and on Composite Scores 8 4.06 The Responses of All Categories of Respondents 139 on Improvement of Human Rights Education in Teachers’ Training Institutions ii List of Figures Sl. No. Figure Description Page No. 1 3.01 Sample of Prospective and In-service Primary 70 and Secondary School Teachers 2 3.02 Sample of Teacher Educators and Principals of 70 DIETs and CTEs 3 4.01 Mean Scores of the Prospective and In-service 124 Primary School Teachers converted to percentages on four Components of Human Rights Education and on Composite Scores 4 4.02 Mean Scores of the Prospective and In-service 125 Secondary School Teachers converted to percentage on four Components of Human Rights Education and on Composite Score 5 4.03 Standard Deviations of the Prospective and In- 126 service Primary School Teachers on four Components of Human Rights Education and on Composite Scores 6 4.04 Standard Deviations of the Prospective and In- 127 service Secondary School Teachers on four Components of Human Rights Education and on Composite Scores 1.00: Prologue One of the great achievements of the United Nations is the creation of a comprehensive body of human rights law which provides us with a universal and internationally protected code of human rights, one to which all nations can subscribe and to which all people can aspire. The first words of the Universal Declaration of Human Rights (UDHR), 1948 proclaim that recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world. Man is recognized as the supreme creature of all species on earth. However man is the only one among all the species who has an unpardonable record of its own destruction and degradation. Since time immemorial man has been humiliating man like no other species. The phenomenon is becoming aggravated due to scarce of resources and cut throat competitions for material possessions and power. This must be corrected; otherwise our future generations will not only laugh at us but also suffer from more disastrous consequences. The transformation can be effected only through a right kind of education which is considered instrumental for aspired changes in issues of similar nature. Today‟s tiny tots are citizens of tomorrow. They have to be educated in such a way that traits such as awareness, attitude, concern, tolerance, passion, empathy and fraternity are to be at the core of their value system and they will be able to lead a life without any fear, anxiety and tension in the society.