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Democratization of Knowledge: Vernacular Education Planning in the Indian Context

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  • Rajarshi Singh

    (Consultant, ASER Centre, Pratham Education Foundation)

Abstract

This article explores the challenges of elementary education in India in view of its linguistic-cultural heterogeneity. The historical context leading to mother tongue as the ideal medium of instruction is presented, followed by a discussion on why a large number of mother tongues still remain outside the school system creating problems for the “No Child Left Behind†policy. The paradox faced by a heterogenous country that also needs language standardization or homogenization is raised to highlight the mismatch between school and home languages. Sapir-Whorf’s linguistic relativity hypothesis and Paulo Freire’s critical pedagogy framework are discussed to outline a model of present and alternate education pathways of Universal Primary Education.

Suggested Citation

  • Rajarshi Singh, 2017. "Democratization of Knowledge: Vernacular Education Planning in the Indian Context," Journal of Developing Societies, , vol. 33(1), pages 126-149, March.
    • Handle: RePEc:sae:jodeso:v:33:y:2017:i:1:p:126-149
    DOI: 10.1177/0169796X17694519
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    References listed on IDEAS

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    1. Amparo Castello-Climent & Abhiroop Mukhopadhyay, 2010. "Mass education or a minority well educated elite in the process of development: The case of India," Discussion Papers 10-08, Indian Statistical Institute, Delhi.
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