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AN INNOVATIVE TEACHER TRAININGMODEL ON TRIBAL EDUCATION IN
ODISHA-D R . M A H E N D R A K U M A R M I S H R A
F O R M E R S T A T E P R O J E C T C O O R D I N A T O R M L E P R O G R A M E
S S A , O R I S S A
National Consultation on Inclusive Classroom, Social
Inclusion/Exclusion and Diversity: Perspectives, Policies andPractices
7-8 September, 2010Auditorium, India International Centre, 40 Max Muller Marg, Lodi
Estate,New Delhi.
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Voice from the indigenous..
There is no quality in an education
where every thing is based on aculture other than ours. Our culture
have a rich reservoir of knowledge ..
We want to share it for the benefitof human kind.
Ole Henrik Maga ,President of the UN permanent forum for indigenous
issues
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Consider asituation
Patient : Bab-mian asu dattinj ( Ihave a severe headache)
Doctor : What is that
Patient : Asu datinj ( severe pain) Doctor : Let me test( testing)
Patient : kantid (not this )
Doctor : (irritated )Tell me, whathappened to you .
Patient :(showing his head ) Bab-mianj Asu datinj
Doctor: Oh, I don't understandwhat you say.
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IF THE DOCTOR IS UNABLE TOUNDERSTAND THE LANGUAGE OF
THE PATIENT WHAT WILL HAPPEN TO THE
consider
AND WHEN A TEACHER IS
UNABLE TO UNDERSTAND THELANGUAGE OF THE CHILD
THEN ?
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Consider what a teacher says
they are uncivilized-we have to civilize them
They dont understand my language how canthey learn
Jagannath Tripathy
teacher of Makundpur, RayagadaThis is one case
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Orissa sceneario 1,60000 teachers
16900 tribal teachers
19000 schools with language diversities
17 lakh students are tribal ( 6-14 age)
schools
62 Scheduled Tribes
26 are spoken( while main streaming restlanguages were lost )
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Learners LearningDifficultiesLearners LearningDifficulties
Teachers TeachingDifficultiesTeachers TeachingDifficulties
Language of text bookContent
How to teach if thechildren's language isdifferent from the uniform
Challenges in tribal education
Learning atmosphere
Threatened self image
School as a nonresponsive place
s a e curr cu um
Negative attitude andbehaviour
Lack of professional skillon addressing bilingual/multilingual classroom
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Student ,community school relation
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Results9
High dropouts
Low achievement Failure in achieving national goal
Loss of human resource
Increase in social discrimination Blocking education and literacy
Non participation of community
Violation of children's linguistic and culturalrights
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Orissa efforts
An innovative teachers training after diagnosing
the issues and problems Children's need were the first priority
Then teachers belief, knowledge and attitude
Teachers base knowledge on tribal culture, languageand society tribal childrens
they prepared the content and process of training
module
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Teachers training contentUnderstanding tribal children's learning context
Exploring the rich language and cultural resources
of tribal community and their cultural methods oflearning ( katha tie kahun)
Applying the cultural resources (tales, songs,
narratives, art and craft, cultural mathematics,games) as learning items
Knowing how to visualize local knowledge as
foundation of children's learning resource
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Contd..
Respecting the values of tribal culture (oral local
knowledge, oral tradition, festivals, performance) Exploring the learning potentials from these
materials
Preparation of materials for children in theirmother tongue
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Teachers need in tribal area schools
meaningful use of children's language in classroom
Preparation of primers based on cultural context inchildren's language
training module on use of primers
Bilingual teaching learning materials Picture word dictionaries
Story chart / wall activities
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School reform for effective teaching learning
Transformative Teacher Training
1. Sensitization( belief, attitude and knowledge )2. Content and methods( indigenous and modern
combined)
languages4. Acquisition of second language skill
5. How to prepare a lesson from the cultural content(Teacher as researcher)
6. Co curricular activities to improve school climate
7. school as a community resource center
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Impact of Teacher Training
A strong bottom up approach emerged since
teachers of tribal areas demanded it A culture of inclusion was initiated
teachers entered in to a new pedagogic discourse
Tribal teachers took leadership on MLE They brought a change in responsive classroom
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SRUJAN
How local knowledge was included in school system
Story telling festival
Nature Book Cultural math
Art and craft
Traditional games Children and community resource persons shared
their knowledge and practice- inter-generationally
Teachers explored local knowledge as curricularknowledge
School community solidarity established
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Multilingual Education 60 tribal RPs
650 tribal teachers in MLE schools made their roadto MLE
Teachers from tribal communities as curriculumdesigners and textbook writers based on cultural
Literacy skill based on pedagogical standards
Children as explorers of ones own experience fromthe classroom transaction
Develop reading , writing and literacy skill throughMT based MLE
Curriculum in ten tribal languages
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Here is asituation :Sudarsan Juang
A teacherunderstand thelanguage of thechildren(Juang
The schoolensure
freedom ofthought andfreedom of speech!!
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Thank you