Every Maharashtrian village is traditionally structured along caste lines. With
the higher castes residing at the centre, near the resources, vis-a-vis the common well, the schools, the health care centers and the lower castes at the periphery. In the Konkan, the Katkari Adivasis are the casteless ones, and consequently, they reside furthest from the village centre, on the hills that make up the Western Ghats, far away from development. Geographically marginalized and socially discriminated against, the Adivasis are also politically excluded making them some of the most impoverished people in the country.
While working with Sarvahara Jana Andolan (SJA), a people’s organization of the Katkari Adivasis of western Maharashtra, I attended what was called the Activists School. This four day residential programme was conducted once every month for activists of both SJA and other organisations. It aimed at educating people and making them conscious of different realities with the mandate of generating action for social transformation. But most importantly, activists undergo a gradual realization of how much control they have over their own, their community’s, their country’s and the world’s destinies, slowly obliterating the fatalism that was so characteristic of feudalism. At the same time, they are infused with a newfound self-respect and self-confidence that the caste system had completely eroded. In four days, we learnt psychology, economics, civics, how to file an FIR (this was part of the ‘curriculum’ because it had currency and relevance for the target audience) and every night we sang and danced to indigenous tunes. Much of my fellow learners had barely passed the third standard. This was perhaps the most educative experience of my life.
The idea isn’t novel, really. The great Brazilian educator and pedagogue, Paulo Freire, spoke of educating for critical consciousness (and the Activist School is inspired from his writings).As far as my limited reading of Freire goes, the most significant aspects of conscientization are as follows.
- To develop critical consciousness of the world and different realities
- To use this critical consciousness to perform transformative action in order to liberate oneself from oppression (oppression can be of any kind, class based, caste based, urban-rural type, gender based, employer-employee type etc.)
- To use critical consciousness and transformative action to create a new situation which is conducive to the pursuit of a fuller humanity
As a knowledge system, this is a deeply thought-out, radical philosophy based on critical theory. Moreover, it is also a difficult concept to grasp especially for those with a mainstream education (for the newly initiated it nullifies mainstream education- so the theory becomes personal as it threatens status quo)
But, let us just take the three objectives at face value. They are, none of them, antithetical to education as we, in the mainstream would perceive it. We do want our education system to develop in our children the ability to think and react critically. We do want it to help them liberate themselves from social, political and economic shackles.
Infact, Freire in his seminal work, Pedagogy of the Oppressed, briefly argues how the ‘oppressor’ is also leading a sub-human life. So this is not a ‘special’ kind of education for the poor and the marginalized. And finally, how truly rewarding to create a new situation to pursue one’s humanity unfettered?
Sounds like a lot of rhetoric? Which is why the Activist School, in many ways, drives the point home. The idea, then, is to see if the Activist School can be extrapolated to the education of children and other groups. I believe it can.
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