And Left and Right parrot
Schooling-For-All. And urban activists celebrate 100% enrollment.
My village children post-schooling
are unfit for village occupations, unfit for any other work, and are unemployed
and frustrated, and have a deep sense of inferiority. Schooling took them
there.
Constructing schools is easier
than actually working towards restoring village economies, against all odds.
But what can neaningfully sustain this country, and absorb all into the
economy, is only establishing sustainable village livlihoods.
Sanjay Maharishi I believe the
said 90% don't actually drop-out, they walkout, realising there is nothing for
them in schooling. The ones who don't end up nowhere as you said. (I almost
ended up nowhere but that's another story.) But schooling still works, that is
to say, it does the work it was supposed to do - maintain status quo. It leaves
people with the feeling that their situation is what it is because they were
not good enough in studies. Had they done better, got better marks, 'been more
intelligent' they would have had a better life. That is the cock-n-bull the
school is able to propagate.
Aparna Krishnan Yes. To make a
wise village community feel illiterate. To make a wise village child feel a
fool. I see this day after day after day. And when I see posts celebrating RTE
and enrollment of poor children into school, something within me rages.
Vigneshwaran Karthikeyan If I
contend that I happen to appreciate agriculture because of my education., Or
largely because of whatever little self teaching I went through?. But if it's
the school that had inculcated in me the urge to seek and self learn?. Cannot
schools be agents of that?. Don't we have only what is being taught, the way
things are taught in our schools to blame?.
Aparna Krishnan Schooling is
structured to place emphasis on reading, writing. If agriculture and cattle
care was considered more important, we would not have schooling as we know it.
So inbuilt into schooling as an end is the a denigration of other knowleges and
worlds.
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