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Item Open Access 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 RanjanIn 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.Item Open Access M. K. Gandhi on education: a philosophical perspective(University of North Bengal, 2024-03) Debbarma, BhupeshThe 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.Item Open Access PHILOSOPHICAL REVIEW: ON MODERN TECHNOLOGY AS THE FUTURE MODE OF EDUCATION(University of North Bengal, 2023-03) SAHA, BISHNUPRIYAItem Open Access Implementation of National Education Policy, 2020 amongst Particularly Vulnerable Tribal Groups in India: A Critical Study(University of North Bengal, 2023-03) Sinha, Vijoy KumarIn 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.Item Open Access Anglo-Indian Community in Darjeeling Hills: Study of the Growth of Educational Institutions (1835-1900)(University of North Bengal, 2021-03) Biswas, JohnAnglo-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.Item Open Access Everyday Life of the Working Mothers during Covid-19 Pandemic(University of North Bengal, 2022-03) Bhutia, WinkeylaFollowing 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.Item Open Access Education as an Instrument of Social Transformation: Aspects and Prospects(University of North Bengal, 2020-03) Roy, BasudebEducation 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.Item Open Access In Search Of A ‘New Home’: Anglo-Indians In The Darjeeling Hills, 1900-1947(University of North Bengal, 2019-03) Mondal, AmritaIn the second half of the nineteenth century, most Anglo-Indian, being a Kolkata based community in Bengal, started to move out of the city in search of new employment opportunities. Some of their destinations were the newly established tea gardens of Darjeeling hills and Assam. Mostly they were appointed as managers in the tea estates. The Anglo-Indian community, not being accepted by both the British or Indian society, started to reimagine their identity while settling down in the hills. However, education of their children was turned into a severe problem for them. Some of the Christian missions came forward and opened boarding schools cum ‘home’ for the Anglo-Indian children in the Darjeeling hills. Later these mission schools also became a shelter for the orphan Anglo-Indian children of Kolkata and played an important role in their identity formation. The paper highlights whether these initiatives could able to give a new future to the Anglo-Indian community and if the Anglo-Indian community could able to accept Darjeeling Hills as their ‘new home’. Further, the paper also discusses other nuances, like how did the indigenous people of the hills and the British Raj look at this identity formation, and what kind of new developments started in the hills with the coming of the Anglo-Indians. The paper is based on the archival sources, like newspapers, education, finance and home department report, missionary documents and memoirs.Item Open Access Towards Emancipation: Reflection of Writings of Some Muslim Women in the Twentieth Century(University of North Bengal, 2015-03) Bhattacharya, DahliaEducation was denied to the Muslim women in Bengal . They were to receive some elementary education at home and their movement was restricted within the four walls of the house. A few Muslim women who have learnt to write with the help of some of their family members or received modern education had penned down some of their ideas in their writings. This paper wants to highlight the works of Begum Rokeya Sakhawat Hossain, Begum Shainsunnahar Mahmud, Begum Sufia Kamal and Fajiltunessa who 'had taken the courage to overcome the hurdles of the society and had taken a step towards emancipation. ft wants to highlight their concept of education, spaces and rights for women and the politics.Item Open Access The Changing Status of Women in Modern Bhutan with Relation to Education (From 1914 to 2003 A.D.)(University of North Bengal, 2016-03) Paul, RatnaTill the middle of the last century Bhutan was isolated from the outside world and its social system was feudal. Historically, women were supposed to enjoy the same legal status as men, but after looking at the records and the practical aspects of women's lives we find that is not so true and practically their role was only of a home maker. The advancement and emancipation of women is virtually a recent phenomenon. Before the advent of modern education in the 1960s, the only form of education prevalent was traditional monastic education where Jew women got opportunity to educate themselves. Although the seed of modern school system to impart secular education was sown in 1914, women's entry in the formal education came about only after many years. We must, of course acknowledge that Bhutan was passing through a phase where parents preferred to send their sons to school rather than daughters not only because of harsh terrains, long distances, lack of accommodations or other general hardships but also because of the view that daughters were more vulnerable and more useful at home. In the 1960s with the Royal Government's intention to modernize the country, Five Year Plans were implemented and as a part of these plans, literacy rate was sought to be increased, and women found the doors of schools unlocked to educate themselves. Gradually the number of schools increased, so also the number of girl students. In the 1990s the government established hostel facilities for girls in the technical and vocational institutions. Nonformal system was introduced which was much more suitable for women. So, in spite of some age old gender disparity, women gradually became educated ushering increased awareness and thereby bolstering their status in the socio-economic-political fabric of Bhutanese society.