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Oppression, Marginalisation and Education in Kerala: in Dialogue with Freire Syamprasad Kv Doctor of Philosophy in Education A

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Oppression, Marginalisation and Education in Kerala: in Dialogue with Freire Syamprasad Kv Doctor of Philosophy in Education A OPPRESSION, MARGINALISATION AND EDUCATION IN KERALA: IN DIALOGUE WITH FREIRE SYAMPRASAD KV DOCTOR OF PHILOSOPHY IN EDUCATION APRIL 2016 This Thesis has been completed as a requirement for a postgraduate research degree of the University of Winchester 1 DECLARATION AND COPYRIGHT STATEMENT Declaration: No portion of the work referred to in the Thesis has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning. I confirm that this Thesis is entirely my own work Copyright Statement: Copyright© 2016 Syamprasad K.V 1013149 This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the author. Details may be obtained from the RKE Centre, University of Winchester. This page must form part of any such copies made. Further copies (by any process) of copies made in accordance with such instructions may not be made without the permission (in writing) of the author. No profit may be made from selling, copying or licensing the author’s work without further agreement. Signed: Date: 14th June 2016 2 ACKNOWLEDGEMENTS I would like to thank the following people for the completion of this material: Dr Wayne Veck, Faculty of Education, University of Winchester Dr Charly Ryan, Faculty of Education, University of Winchester Dr Stephanie Spencer, Faculty of Education, University of Winchester Dr Simon Boxley, Faculty of Education, University of Winchester Chrissie Ferngrove, Faculty of Education, University of Winchester CDS chairperson, Kudumbashree, Southern Wayanad Karimpan, Adivasi community leader, Southern Wayanad All the formal and informal participants in Southern Wayanad Mr Sasikumar, SHREYAS, Wayanad Mr Francis Xavier, JEEVANA, Wayanad, Mr Anil Thomas, former project officer, SHREYAS Dr P.M. Sanalmohan, Reader, School of Social sciences, Mahatma Gandhi University, Kottayam, India T. K Jose IAS, former director, Kerala State Kudumbashree Mission Sarada Muralidharan, former director, Kerala State Kudumbashree Mission Vinod Nar, former project implementing officer, Kerala State Kudumbashree Mission James Beddington, Language support Assistant, University of Winchester Richard Cole, Language support Assistant, University of Winchester Sharon Murphy, proof reader, Sharon Murphy communications Ltd. Ireland Saidhbh Owyer, proof reader, Hireascribe, Eastleigh All my family members: Thankammal G Aswathy Gopalan Sayoojya Syamprasad Sayanth Syamprasad 3 ABSTRACT FOR THESIS OPPRESSION, MARGINALISATION AND EDUCATION IN KERALA: IN DIALOGUE WITH FREIRE SYAMPRASAD KV 1013149 FACULTY OF EDUCATION DOCTOR OF PHILOSOPHY APRIL 2016 The primary aim of this research is to develop my own critical perspective on oppression, marginalisation and education in Kerala, India. I centrally focus on Freire’s educational thoughts. Banking education produces a teacher-student dichotomy to serve the oppressor’s ideology, but this dichotomy breaks in problem-posing education. This study as a whole critiques these ideas to revisit Freire’s dichotomy between banking and problem-posing education and between liberation and oppression. I also explore the complexities of applying Freire’s concepts in Kerala’s context, especially regarding the Indian caste system. Freire developed these concepts in dialogue with the agricultural workers in Brazil. There are many commonalities between the peasants in Brazil and the Adivasi community in Kerala: both Brazil and India are stratified societies; both suffered from colonialism, feudalism and slavery. I share common experiences of oppression and marginalisation with the Adivasi community in Southern Wayanad in Kerala, and in this thesis I identify how non-formal education marginalises people. Chapter Two provides a theoretical framework for the study as a whole, drawing on empirical literature on Self Help Groups, community-based organisations and my experiences of oppression, marginalisation and education in Kerala. Chapter Three shows how my literature review informs the philosophical aspects of my methodology, revisits my intended dialogical methodology, and demonstrates empirical aspects of my data collection and analysis within the mixed method approach. Chapter Four presents reflective accounts of my fieldwork meetings to minimise the unavoidable elements of oppression and marginalisation in fieldwork participation. Chapters Five and Six together explore meetings as education, oppression and marginalisation with regard to the Adivasi community’s engagement in community work beyond the false binaries. Chapter Seven explore how the participants’ stories talk back to Freire while presenting my theoretical, methodological and empirical findings and their relevance outside Kerala Society. 4 LIST OF CONTENTS CHAPTERS Pages INTRODUCTION 11-30 1.1 Introducing critical incidents and impetus for this study 11 1.2 Marginalised communities: development and local governance in Kerala 17 1.3 Dialogical methodology: revisiting the original focus and sub-aims 23 1.4 Outline of the thesis 27 UNDERSTANDING MARGINALISATION AND EDUCATION IN KERALA: LIMITATIONS OF 31-78 THE LITERATURE BANKING APPROACH TO EDUCATION 31 2.1.1 Teacher-student dichotomy and domination 35 2.1.2 Banking education and the Indian caste system 40 2.1.2 a Myths and the politics of education 40 2.1.2.b Narration sickness 45 2.1.2.c Divisive tactics and dual consciousness 47 PROBLEM-POSING EDUCATION 52 2.2.1 Communication and dialogue 52 2.2.1.a Problem-posing learning in formal education in Kerala 56 2.2.1.b Problem-posing education: putting theory into practice 58 2.2.2 Praxis 60 2.2.3 Possibilities of innovation 63 2.2.4 Conscientization: awareness of unfinishedness 65 OPPRESSION, MARGINALISATION AND EDUCATION: BEYOND FALSE BINARIES 68 2.3.1 Oppressor/Oppressed relationships in Kerala 68 2.3.2 Banking education: imitation or resistance 71 2.3.3 Silence and dialogue 75 2.4 Lessons from review of literature 78 A DIALOGICAL METHODOLOGY FOR RESEARCHING OPPRESSION AND 79-156 MARGINALISATION IN EDUCATION 3.1 Sampling procedures and initial dialogues with potential participants 83 3.1.1 Focus of investigation and finding participants before and during the 83 Fieldwork 3.1.2 Process of finding both formal and informal participants 85 3.2 Dialogical observation: revisiting the intended methodology 88 3.2.1 Why non-participant/participant and participatory observation? 89 3.2.2 Need for a ‘dialogical’ observation: revisiting the intended methodology 91 3.2.3 Critical incidents 95 3.3 Different forms of interviews: revisiting the intended dialogical interviews 95 3.3.1 Justifying different forms of interviews 101 3.4 Dialogical approach to transcription: respondent validation and voice-centred 103 relational method 3.4.1 Transcription of meetings and events: Audio records, photographs and field 105 notes 3.4.2 Transcription of interviews: Audio tapes and field notes 107 3.5 Thematic data analysis: a way of forming dialogue and praxis 112 3.5.1 Justifying mixed methods for data collection and analysis: different methods 117 5 and data are in dialogue with one another 3.5.1.a Cross-checking, identifying and analysing themes 118 3.5.1. b Comparison , respondent validation and forming dialogue with a priori themes 128 3.5.1.c Analysing photographs in dialogue with other methods: comparison, 139 respondent validation/photo-elicitation and forming dialogue with a priori themes 3.6 Lessons from the methodology chapter 156 FIELDWORK PARTICIPATION AND REFLECTION: DIALOGICAL METHODS FOR 158-200 MINIMISING THE UNAVOIDABLE ELEMENTS OF OPPRESSION AND MARGINALISATION 4.1 Being a subject and object: a reflective journal of critical incidents, fieldwork 159 struggles and dialogues 4.1.1 As an outsider non-Adivasi researcher: My telephone conversations with the 164 participants from the UK 4.1.2 As an oppressor-visitor to the field: Paniya women’s use of sign language and 165 my difficulty understanding their communication 4.1.3 As an oppressor/oppressed/stranger visitor: My dress and appearance, and 166 participants’ reactions 4.1.4 As a helpless oppressor-researcher: My limitations in finding participants, and 167 their withdrawal 4.1.5 As a silencing /silenced researcher: Common experiences of speech shame and 169 communication struggles 4.1.6 As an oppressor-observer in NHG meetings: My early visits to, and my presence 170 in, NHG meetings 4.1.7 As a banking/problem-posing/marginalised researcher: My attempts to ensure 171 participation, and participants’ withdrawal from formal tasks 4.1.8 As an oppressor/oppressed researcher: Attempts to defend the participants’ 171 critique of Freire and vice-versa 4.1.9 As a narration/communicative/marginalised interviewer: My attempts to 173 marginalise participants’ stories and vice-versa 4.2 Finding Kuruma community as participants: Unavoidable elements of 174 oppression 4.3 Identifying the struggle of initial meetings: being silencing and being silenced 177 4.3.1 Unavoidable nature of banking approach in accepting Kudumbashree 177 members as participants 4.3.2 The complexities of introducing Freire and speaking in meetings 178 4.4 Struggle and dialogue in meetings 183 4.4.1 Participatory observation/evaluation and oppression 183 4.4.2 Participants’ critique of problem-posing models 186 4.5 Communication and narration sickness in interviews 190 4.6 Ethical
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