Indigenising Curriculum
Questions posed by Baiga vidya
Bibliographic Data
| ID | 11894100 |
|---|---|
| Authors | Padma M Sarangapani (corresponding author) |
| Year | 2003 |
| Volume | 39 |
| Issue | 2 |
| Pages | 199-209 |
| Publication date | 2003-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-0068 • E-ISSN: 1360-0486 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03050060302552 |
| OpenAlex | W2123857874 |
| Language | EN |
| Citations received | 12 |
| References cited | 17 |
The Baiga are a small tribe inhabiting the forested regions of Central India. They are known for their extensive knowledge of forests and healing. A local pedagogic tradition supports the transmission of this knowledge from expert practitioner-gurus to their chelas or novices. The knowledge system is local and oral. The pedagogic tradition and socialisation which supports its transmission is marked by these qualities as also the subsistence level of production and the lack of centralised authority in the organisation of the tribe, and in children’s lives. This paper explores the disjunction between this and formal schooling whose pedagogic practices and curriculum presume a literate tradition: where knowledge is decontextually presented in texts and children are already socialised to accept pedagogic/adult authority. In the present Indian context where there is a growing emphasis on incorporating indigenous knowledges into the school curriculum, the paper raises questions on the epistemological feasibility of such an inclusion. The Baiga are a small tribe inhabiting the forested regions of Central India. This paper examines the relationship between the formal school curriculum and the local/indigenous knowledge and pedagogic tradition of the Baiga. My interest is in the significance and potential of the continuities and discontinuities between Baiga knowledge traditions and the
Agriculture · Archaeology · Context (archaeology · Curriculum · Epistemology · Indigenous · Pedagogy · Social science · Sociology · Subsistence agriculture · Traditional knowledge · Tribe · Anthropology · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Philosophy · Political theory and Gramsci · Ecology
Disrupting the Narrative of Universality of Inclusive Education
Indigenous Learning in Tribal Communities
Indigenous Learning in Tribal Communities
Adivasi children and the making of indigeneity in Jharkhand
Reproductive Healthcare Beliefs and Behaviours Among Displaced Tribal Communities in Odisha and Chhattisgarh
Development and Cultural Distortion
Indigenous Knowledge and Intellectual Property Rights
Constructions and contestations of Indigenous girlhoods in residential schools in Central India
Introduction
Towards a Theory of Schooling for Good Life in Postcolonial Societies
Local Agency in the Development of Minority Languages
Local and scientific knowledge in the school context
Reality construction in society.
Towards a Theory of Educational Transmissions
The Psychology of Literacy
Apprenticeship in Thinking
Knowledge and control
Literacy in Traditional Societies
Orality and Literacy
Outline of a Theory of Practice
The concept of tribe with special reference to India
"Indigenise, nationalise and spiritualise"- an agenda for education
Tribal Cultures of Peninsular India as a Dimension of Little Tradition in the Study of Indian Civilization
Intercultural Education and Literacy
The Idea of Indigenous People
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2006 - 2022 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |