Nurturing Critical Consciousness of Caste Oppression in the Early Years of Primary School in India

在印度小学早期培养对种姓压迫的批判意识

• 批准号: 2596366
• 金额: --
• 依托单位: University of Strathclyde
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2596366
• 关键词: Nurturing; Critical; Consciousness; Caste; Oppression

An estimated 80m children are denied opportunities to meet their developmental and educational potential as a result of caste oppression. This includes children being denied access to basic human rights such as water and healthcare and rights to quality education. COVID-19 has exacerbated social inequalities, further stigmatising Dalits.Children from caste-privileged backgrounds have few educational opportunities to learn about caste oppression as caste-based differences among children are often ignored by educators to avoid 'uncomfortable realities'. It is in the early years that children learn to normalise injustice or to challenge it.Early primary programs can raise children's awareness of oppression and promote social inclusion. This research will engage classroom-teachers in Lucknow, India in co-designing and developing culturally relevant literacy-based educational tools that can nurture children's awareness of caste-oppression in the hopes of making contribution to ending caste-oppression and supporting social inclusion.-What are children's and teachers' perceptions on caste oppression in early-primary classrooms at a school in Lucknow, India? -How can teachers support children to develop critical consciousness of caste oppression in early-primary classrooms at a school in Lucknow, India?Research draws on the theory of critical pedagogy which emphasises that schools are not neutral sites. Explains how schools can either reproduce oppression or challenge it. Research using critical pedagogy shows that participatory approaches are necessary for supporting educators and children to recognise issues of oppression and collectively developing approaches for inclusion. Study will utilise an interpretivist paradigm, with participatory action research methods and elements of the Mosaic approach to engage children and teachers in examining issues of caste oppression in a primary school in Lucknow, India. The critical consciousness raising approaches will be co-designed with educators to best align with learning environments and existing classroom practices. The study will be guided by the expertise of an advisory board including NGO workers, young Dalit activists, children's books writers, academic experts, mentors and peers to sensitively represent caste issues in the research.A participatory action research will be conducted in three phases (planning, acting and reflecting) spanning 8-9 months with primary classroom educators and children.Study will be conducted with a group of approximately 7 educators and 30 children across early-primary classrooms in 1 Indian school. To ensure tools are authentic, sensitive, and practical, in-depth small-scale participatory research will be conducted to support the development of meaningful teaching tools, which can then be adapted and disseminated across wider contexts. Video observations, interviews/dialogue, drawings, photographs, and collection of artefacts. The research will take an iterative approach where tools for the participatory research will be developed in negotiation with the educators and the advisory board. Data collected will be simultaneously analysed and results validated with participants to support on-going reflection and action.A thematic analysis of data collected will occur across different phases. Data will be organised into themes that summarise findings on ways to raise critical awareness.Study will be an initial step in addressing an international human rights issue by working out a framework to establish anti-caste communities of teachers and children. It will develop a repertoire of culturally relevant teaching tools adaptable for use across settings to foster inclusion of Dalit children and other marginalised groups. The research will provide suggestions for curriculum developers, publishers, policy-makers and teachers - on how to engage students as well-informed agents of change for greater inclusion and equity in schools and society.

由于种姓压迫，估计有8000万儿童被剥夺了实现其发展和教育潜力的机会。这包括儿童被剥夺获得水和医疗保健等基本人权以及接受优质教育的权利。2019冠状病毒病加剧了社会不平等，进一步污名化了达利特人。来自种姓特权背景的儿童几乎没有教育机会了解种姓压迫，因为教育工作者往往忽视儿童之间基于种姓的差异，以避免“令人不安的现实”。儿童在幼年时期就学会了将不公正正常化或挑战不公正。早期的初级教育计划可以提高儿童对压迫的认识，促进社会包容。这项研究将让印度勒克瑙的教师共同设计和开发与文化相关的识字教育工具，这些工具可以培养儿童对种姓压迫的意识，希望为结束种姓压迫和支持社会包容做出贡献。在印度勒克瑙的一所学校里，孩子们和老师对小学早期课堂上的种姓压迫有什么看法？- 在印度勒克瑙的一所学校，教师如何支持儿童在小学早期课堂上培养对种姓压迫的批判意识？研究借鉴了批判教育学的理论，该理论强调学校不是中立的场所。解释了学校如何可以复制压迫或挑战it. Research使用批判教学法表明，参与式的方法是必要的支持教育工作者和儿童认识到压迫的问题，并共同发展的包容性的方法。研究将利用解释主义范式，与参与行动研究方法和马赛克方法的元素，让儿童和教师在审查种姓压迫在印度勒克瑙小学的问题。提高批判意识的方法将与教育工作者共同设计，以最好地与学习环境和现有的课堂实践保持一致。这项研究将由一个咨询委员会的专门知识指导，该委员会包括非政府组织工作人员、年轻的达利特活动家、儿童书籍作家、学术专家、导师和同龄人，以便在研究中敏感地反映种姓问题。（规划，行动和反映）跨越8- 9个月的小学课堂教育工作者和儿童。研究将在1所印度学校的小学早期课堂上进行，约有7名教育工作者和30名儿童。为了确保工具真实、敏感和实用，将进行深入的小规模参与性研究，以支持开发有意义的教学工具，然后可以在更广泛的背景下进行调整和传播。视频观察、访谈/对话、绘画、照片和文物收藏。研究将采取一种迭代的方法，在与教育工作者和咨询委员会的谈判中开发参与性研究的工具。收集的数据将同时进行分析，并与参与者一起验证结果，以支持持续的思考和行动。数据将按主题组织，总结关于提高批判意识的方法的调查结果。研究将是解决国际人权问题的第一步，制定一个框架，建立教师和儿童的反种姓社区。它将开发一套与文化相关的教学工具，适用于各种环境，以促进达利特儿童和其他边缘化群体的融入。这项研究将为课程开发者、出版商、政策制定者和教师提供建议，指导他们如何让学生成为知情的变革推动者，从而在学校和社会中实现更大的包容和公平。