Education has been used as a tool of dominance
Fayaz Ahmad Bhat
This has reference to the editorial ‘Rein Them in’ published in Rising Kashmir on May 17, 2011. It would be ungrateful not to credit the Newspaper for the credible editorial. I hardly find editorial on this important issue in local dailies. The editorial not only brings forth how social reality is being constructed but drew attention towards the fact that education has turned into a commercial entity.
This has reference to the editorial ‘Rein Them in’ published in Rising Kashmir on May 17, 2011. It would be ungrateful not to credit the Newspaper for the credible editorial. I hardly find editorial on this important issue in local dailies. The editorial not only brings forth how social reality is being constructed but drew attention towards the fact that education has turned into a commercial entity.
There is no denying that education has turned into one among the most profit generating sectors. It would be not wrong to equate private education institutions like shopping malls, where ‘education’ is being sold on heavy prices. As far as constitution provisions are concerned P M Bakshi, constitutional expert, in his book ‘Constitution of India’ says “Education per se has so far not been regarded a trade or business where profit is a motive.”
The Supreme Court of India in TMA VS Government of Karnataka case Judgment in 2003 said it is difficult to comprehend that education per se will not fall under Article 1(g). All citizens shall have right to practice any profession or to carry out any occupation, trade or business. Section 11.1.b of the RTE says that schools run for profit by any individual, group or association of individuals or any other persons shall not receive recognition from the government. However this section will not be binding on the states as it is not a part of the act.
Recently the Prime Minister of India expressed concern over the ‘worrisome barrier’ that for profit educational institutions are barriers to freer access to knowledge for all citizens of the country. There is a hell difference between words and deeds. The seriousness of government regarded the issue is clear. On the one hand it makes tall claims for free and fair education to all; on the other hand, with the policies of neo-liberalism and commercialization, education too is being commercialized. Furthermore it is beyond one comprehension why section 11.1.b of the RTE is not binding on states, inspite they claim they are serious and concerned about towering commercialization of ‘education’.
If we will peep into the history we will come to know that how education has been used as a tool of dominance by those who have upper hand in society. In Bourdieu’s words education is nothing but a tool to reproduce culture of those who are dominant in society. Carnoy in his book ‘Education as cultural Imperialism’ writes, ‘in Brazil, the Jesuits formed communities with schools to turn nomadic Indians into plantation labour; in Peru another group of Jesuits helped Inca nobility became intermediaries between the Spanish Vice royalty and former Inca subjects; the schooled nobility were made responsible for assigning Indian labour to the Spanish mines and plantations and for collecting taxes’.
Education was used by British to colonise Indian during colonial rule, now same is being done to other colonise of the world. There are infinite number of examples in the history that demonstrate the same. In every epoch of history same has been the case demands of market have been fulfilled through the schools.
The only solution to this lies in Ivan Illich’s concept of De-schooling. De-schooling is not an elimination of schools but their disestablishment. The main difference between two is that de-schooling means closing down of schools and securing the use of public funds to support schools. The unfortunate thing is that whenever, wherever any one has raised the voice against exploitation, oppression and stood by disinherited or downtrodden, he has been labelled as radical, socialist and communist.
The need of the hour is to deconstruct whole system of education.
The Supreme Court of India in TMA VS Government of Karnataka case Judgment in 2003 said it is difficult to comprehend that education per se will not fall under Article 1(g). All citizens shall have right to practice any profession or to carry out any occupation, trade or business. Section 11.1.b of the RTE says that schools run for profit by any individual, group or association of individuals or any other persons shall not receive recognition from the government. However this section will not be binding on the states as it is not a part of the act.
Recently the Prime Minister of India expressed concern over the ‘worrisome barrier’ that for profit educational institutions are barriers to freer access to knowledge for all citizens of the country. There is a hell difference between words and deeds. The seriousness of government regarded the issue is clear. On the one hand it makes tall claims for free and fair education to all; on the other hand, with the policies of neo-liberalism and commercialization, education too is being commercialized. Furthermore it is beyond one comprehension why section 11.1.b of the RTE is not binding on states, inspite they claim they are serious and concerned about towering commercialization of ‘education’.
If we will peep into the history we will come to know that how education has been used as a tool of dominance by those who have upper hand in society. In Bourdieu’s words education is nothing but a tool to reproduce culture of those who are dominant in society. Carnoy in his book ‘Education as cultural Imperialism’ writes, ‘in Brazil, the Jesuits formed communities with schools to turn nomadic Indians into plantation labour; in Peru another group of Jesuits helped Inca nobility became intermediaries between the Spanish Vice royalty and former Inca subjects; the schooled nobility were made responsible for assigning Indian labour to the Spanish mines and plantations and for collecting taxes’.
Education was used by British to colonise Indian during colonial rule, now same is being done to other colonise of the world. There are infinite number of examples in the history that demonstrate the same. In every epoch of history same has been the case demands of market have been fulfilled through the schools.
The only solution to this lies in Ivan Illich’s concept of De-schooling. De-schooling is not an elimination of schools but their disestablishment. The main difference between two is that de-schooling means closing down of schools and securing the use of public funds to support schools. The unfortunate thing is that whenever, wherever any one has raised the voice against exploitation, oppression and stood by disinherited or downtrodden, he has been labelled as radical, socialist and communist.
The need of the hour is to deconstruct whole system of education.
http://www.risingkashmir.in/news/deconstruct-education-system-10152.aspx
