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Start date: 2020Subject: search.filters.subject.Education

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Now showing 1 - 7 of 7
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    322 Can We Protect Our Socio-Cultural Identity? Language Rights, Mother Tongue and Creation of a Constitutional Paradox
    (University of North Bengal, 2024-03) Chaki, Nishit Ranjan
    In India, The Constitution and the policy documents have always recognised the importance of mother tongue and have cherished the linguistic diversity of India. Language is a marker of identity and plays a key role in the formation of the socio-cultural identity of an individual. The various quantitative benefits of having mother tongue based education are well documented. Hence, this this paper specifically explores situations beyond these general statements. It attempts to study the various qualitative aspects related to mother tongue and how these ultimately shape the socio-cultural identity of the individual. Although people in India have the right to conserve their language and pursue education through it, a Hohfeldian analysis shows that there are complexities involved in realising this right. This paper attempts to understand some of the issues associated with non-realization of language rights and its effect on the loss of socio-cultural identity. It explores the position of language rights in the broader spectrum of constitutional structure related to language, especially the effects of transition from erstwhile multilingual States to primarily monolingual States. Further, it evaluates the importance of mother tongue being a specific focus of study within the broader concept of language rights. It explores the interface between language and education and argues that in this regard language rights ought to be non-negotiable. In this regard, it attempts to compare educational rights in the Constitution from the perspective of preservation of linguistic diversity of India. Finally, it details out the unique relationship of language and culture in India and also the role of language in the formation of socio-cultural identity of an individual. The paper is housed under the broad theme of evaluating whether the present linguistic rights and other constitutional provisions are sufficient in the long run to preserve the linguistic diversity of the country.
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    M. K. Gandhi on education: a philosophical perspective
    (University of North Bengal, 2024-03) Debbarma, Bhupesh
    The present world engulfed with greed and materialistic attitude is to some extend seemingly devoid of value oriented educational attitude. This era is of scientific advancement and technology, Information and communication technology, Artificial intelligence and machine learning. And human beings at least at the core of his mind cannot deny the fact that in some ways we have suppressed or underestimated the significance of cultivating ethical virtues. It is of immense necessity to revisit Gandhian concept of education from philosophical perspective whereby moral education could play a significant role in shaping a world of peace. Recognition of inherent capacities in the self is also an important and integral part of Gandhian educational thought. In an attempt to understand true meaning of education certain quest aroused in my mind, such as, Does education stands as a means for livelihood? Does education is to achieve an academic recognition? What is the highest end of education? With some of these query in my mind I ventured to explore Gandhiji’s idea on education. Thus, in this paper my sincere attempt would be to assess true meaning of education for a harmonious co-existence of all beings.
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    PHILOSOPHICAL REVIEW: ON MODERN TECHNOLOGY AS THE FUTURE MODE OF EDUCATION
    (University of North Bengal, 2023-03) SAHA, BISHNUPRIYA
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    Implementation of National Education Policy, 2020 amongst Particularly Vulnerable Tribal Groups in India: A Critical Study
    (University of North Bengal, 2023-03) Sinha, Vijoy Kumar
    In today’s technologically evolved and scientifically advanced society, education is not a luxury exclusive to some privileged class. Instead, it is a fundamental and basic human right that everyone may exercise, regardless of caste, colour, race, sex, religion, or place of birth. When education is recognised as a human right, it means that the right to education is guaranteed to everyone without any discrimination on any ground whatsoever, that the state is under a legal obligation to respect, protect, and provide access to education, and that the state is subject to legal accountability when the right to education is violated or when access to education is denied. The National Educational Policy 2020 is the third educational policy that the government of India has introduced. The goal of this policy is to implement significant reforms in the education system of the nation in order to raise the literacy rate. Tribal people have their unique way of life, characterised by extreme disadvantages such as poverty, lack of education, and a lack of knowledge. They make their homes in the hills, often wholly or partially isolated from the rest of civilization. The Dhebar Commission designated the least-developed indigenous communities as Primitive Tribal Groups (PTGs) in 1973. The government of India rebranded the PTGs as the Particularly Vulnerable Tribal Groups (PVTGs) in 2006. Most PVTGs have common characteristics, such as a relatively small population, a lack of written language, a lack of complex technology, a slower pace of development, and a lack of urban centers. Despite the government’s best efforts, many students cannot benefit from the educational schemes available to them. This paper aims to study the potential impact of the new education policy on the education of PVTGs.
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    Anglo-Indian Community in Darjeeling Hills: Study of the Growth of Educational Institutions (1835-1900)
    (University of North Bengal, 2021-03) Biswas, John
    Anglo-Indian community is among the minority communities recognized by the Indian constitution. This mixed-race community has a rich history of nearly 500 years. The history of the Anglo-Indian community begins from the first European settlement in Bengal. The community found a new home in Darjeeling after this region was acquired by the British. This paper aims to find out a vivid picture of the Anglo-Indian community in Darjeeling and makes a study of the educational institutions that were established for the European and Anglo- Indian children. This paper also aims to find out why Darjeeling was chosen for establishing institutions such as schools and orphanages for European and Anglo- Indian children. This paper also looks into the active role and involvement of the Christian Missionaries for all-around development of Anglo-Indians. Missionaries also played an important role in establishing Girl’s schools.
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    Everyday Life of the Working Mothers during Covid-19 Pandemic
    (University of North Bengal, 2022-03) Bhutia, Winkeyla
    Following the Covid-19 pandemic and the subsequent lock downs leading to the closure of schools and other forms of institutional support, the workload of the working mothers has been amplified owing to the persistence of traditional gender roles and with the blurring of the private-public sphere division. This has been reflected more in the life of the women in the teaching profession who had to realign themselves to learn new technologies to facilitate remote teaching and learning while simultaneously doing childcare and other domestic chores. The present paper is based on a study of the women teachers in Sikkim and their life during the Covid-19 lockdown. The participants in the study were identified through the snowball sampling. The qualitative data has been collected through in-depth interviews with 16 mothers engaged in the teaching profession in Sikkim.
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    Education as an Instrument of Social Transformation: Aspects and Prospects
    (University of North Bengal, 2020-03) Roy, Basudeb
    Education is the foundation of every society to grow in a healthy manner. Every civilized society has accepted the phenomenon of education, it is the duty of the society itself to nourish it in a positive way. Social change on the other hand is a dynamic process in which education is just an aspect. Education moulds the society by uplifting individuals and thus comes the change, a prosperous change. In India, fromIshwar Chandra Vidyasagar, Ramakrishna Paramhansa, to Dr.SarvepalliRadhakrishnan, Dr. APJ Abdul Kalam and all other great Indian educationists have left the legacy of social transformation through quality education. Right to Free and Compulsory Education is a Fundamental Right and the State is obliged to secure it anyway. Besides this, educational cultures play an important role across the globe whether it’s social, economic, political, traditional, cultural, demographical, or religious. Government and Non-Government Organizations also have the social responsibility to provide financial aids to the institutions to ease the access for the financially weak sections of the society. Furthermore, the Judiciary should act as the watchdog to mould education in an exemplary shape and most importantly awareness of the people is needed to acquire proper education. Education, whether it’s formal, informal, legal or of any other kinds, is the only way to transmit knowledge, skills, values, norms, mores or any particular habit from generation to generation in a community or society.