A social science teacher in the classroom is like an unwanted guest. Students keep asking the time and they immediately inform the teacher once the bell rings. The expression on their face is evident that they don’t welcome the teacher. In the parent’s teacher meeting parents meets the other teachers but often ignore meeting the social science teacher. They are more concerned about the performance of their wards in ‘core’ subjects like Math, science and English.
I see that the subject is the victim of stereotyping. Some of these are following
There is no Job opportunity available
Relatively ‘weak’ students study this subject
There is nothing to understand, it is based on rote memory.
It is boring; Answers are very lengthy, etc.
Recently, I participated in a workshop, the facilitator proposed that why should we not have a democratic school? I do appreciate the idea of democratic school. I am thankful for the system that we don’t have democratic school. If we ask children and parents to decide the subjects perhaps the teachers of social science, Hindi and Sanskrit won’t find a place in the school. This is not that the other subjects like Math, Science and English are taught in a great way or something is intrinsically great about these subject, This is the prevailing socio- economic factor which has made these subjects look more glamorous. We have deep rooted believe to see things in the hierarchy and we apply this to give rank to subjects also. Otherwise, subjects are our own creation perhaps for a more systematic method of acquiring information.
When we observe a young child we can see that she learns thousands of concept in the integrated approach. Basically discovering the life around us is very natural for each one of us. The subjects are perhaps based on the idea that natural science would help us discover the natural life around us. Social sciences would help us to discover the social life. Language is the medium to express and think, Math empowers us in doing abstract thinking. Arts and Music are supposed to develop the aesthetic sense and Sports is for mental and physical well-being. Each subject domain has its own importance and it has nothing to do with hierarchy.
Social Sciences in school comprise 4 independent Discipline I.e. History, Geography, Political science and Economics in Class 9th and 10th. In class 6th, 7th and 8th Economics is not the part of social sciences. A couple of questions is important to think about.
Who decides the content?
What guides the selection of content?
Language of the content
We have an elaborate process for developing textbooks and wider consultation takes place. The people who are involved in the development of content are from diverse backgrounds and this includes School Teachers, University Professor, Pedagogue and subject experts. There are enough contests among the contents to find the place in the textbook. The selection of the content is guided by some of the important constitutional principles like democracy, secularism, nationalism, diversity, justice, equalIty, scientific temper etc.
How do I deal with the challenge?
My emphasis is on the relation between the content and day to day life of the learner. I strongly believe that the objective of the classroom discussion is to help the learner as well as the teacher to discover the influence of the phenomena of our’ life, Today’s life, day to day life. I share these ideas with the students and I propose to them that together we’ll try to discover the linkage of the content and our day to day life. Sometimes we get success sometimes we don’t. Some of the examples are here
In one of the class while dealing with a chapter from ancient history we were discussing the life of the hunter and gatherer. Through the course of discussion we found that they discovered different kind of food for us. Perhaps many of them might have died in experimenting with some new food items. Lets imagine a life where we are not sure about the impact of the food we eat, would we able to do any other work? This immediately established the contributions of hunter and gatherer in our today’s life.
Talking about the idea of nation with the students, I often give them the example that look around you, Your friends are from different part of the country having different linguistic and cultural identity, you all are sitting together in a classroom, This is the outcome of our national identity. This kind of classroom couldn’t be imagined if we could not have developed as a nation.
perhaps, It would be difficult to establish a linkage for the chapter ‘Internal structure of the earth’ and our day to day life. Core, Mantle and Crust- How can it be related to our daily life experiences? I got some interesting insight while dealing with these chapters. Many of our learner carry the traditional believe that earth is on the head of the snake, there is ‘patal lok’ and so on and so forth, this chapter is the creates the opportunity to break this or atleast challenge these notions. Perhaps one of the most important objectives of the Social Science teaching is to develop the scientific temper.The social science textbooks written by NCERT has enough space for a discussion around the various aspect of the life of the learner. I have explored it in detail in one of my work “ exploring and promoting pluralism in school”.
Sharing one conversation with the students
Isha asked the evergreen question which is asked from a history teacher. Sir, why should we study about the past events when it has no utility. Rather we should concentrate on our future to make it better. I asked the opinion of the students about Isha’s question. Class got divided into two groups around half of the students supported her and half disagreed with her. Both the group involved in a kind of discussion which was more personal. I intervene and write the points of both the group on the board. The following points came in favor of Isha.
1 history shows that power makes the ruler corrupt
2 it is all about kings
3. It has no use
The students who couldn’t agree with Isha proposed the following points
1 we learn from the mistakes of the history
2 it tells us about our culture and we should save it
3 Even scientific invention happened in past which we need to know
After writing these points I comprehended that both the side is giving the points which they have heard somewhere.
Isha was on a spree of asking questions. Here is a glimpse of dialogue occurred in the class between me and Isha
Isha- How is the event of past related to us?
Me- let’s talk about future, what future do you want to make?
Isha- Sir, it’s not about me, it is about the whole country
Me- please tell me, which profession do you want to adopt in future?
Isha- Engineering
Me- Fine, is it your choice
Isha- Yes,
Me- So You are free to choose your career, tell me, is a girl in your age group living in Syria, Afghanistan or Iraq have the same freedom to choose their career?
Isha-No, Because there is terrorism
Me- Why there is terrorism?
Isha-There are some people who are inspired by the religion and making people terrorist
Me- To make other terrorist first, somebody must have become the terrorist, So what do you think? A person got up in a fine morning and declared himself as terrorist.
Isha- No, the root is in the religion
Me- is religion suddenly discovered?
IshA- No it continues from the past
Me – Can You see a link in the religion and the choice of a girl about her career in Afghanistan.
Isha- Yes, Fine, but why should we study about the history of world like French revolution
Me- tell me that is the dress which you are wearing is of your choice?
Isha- Yes
Me- Are there boys in the class
Isha- Yes,
Me- Is it possible to imagine such class 100 years ago in India.
Isha-No
Me- So, the freedom of choice and equality of opportunity which you are enjoying today come from France. It was the French people who experimented with this idea for the very first time. Are we not grateful to the people of France? Should we not know about it?
Isha- Why is it that when it comes to history the picture which comes into the mind is the rote learning?
She changed the base and rather than criticising the history she was critical about the teacher and she has all the rights to do that.
There are many underlying questions behind this conversation. One the utilitarian approach. Which asks to prove the use of a subject in day to day life? If the answer is that learn it because questions would come in the exam, sorry this is not the answer.
History teacher would have to link the content with daily life experiences of the students. If they want to remain relevant for the students and ultimately for the society. They would have to prove that the base of future lies in History and an understanding of it would help in consolidation of future. There is no future without history. Future of what? The answer lies in history. The objective of teaching learning is not to enable students to get marks in the exam. It may be the secondary objective, the ultimate objective is to help them to discover their life. This is not a on eway process in this journey teacher also discover his/her life. The joy of discovering something is incomparable.
http://reflectivediary.com/no-detention-policy-ndp-a-wider-perspective/
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