Content by April Yee
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15

Nov

‘Our India and Its Progress’

Among a bookseller’s bug-eaten stacks, I found an eighth-grade social studies textbook from the year 1966. Published in Bangalore for kids in the nearby town of Mysore, it covers topics from farm irrigation to the Himalayan mountains.  Our India and Its Progress also provides endless amusement, and not just because of the title. Imagine 13-year-olds studying this:

“Generally, when the father, mother, brothers and sisters combine and live together, we call it a family. But house-hold servants may also live with them. But they do not belong to our family.”

“The villages are insanitary. Their dwelling houses are ill-ventilated, and easily lend themselves for breeding diseases. The villagers are ignorant of what is happening abroad. On account of their foolishness, living has become miserable…They were dirty clothes and town rags. Poverty is not so much the cause for this. It is their laziness.”

“The villager toils hard throughout the day. He should have some recreation. This is furnished through the radio.”

07

Oct

You’d think that when teaching kids the internet, the problem would be slowing them down.

Not here in Bangalore. At work, we’re running a Yahoo! pilot program to introduce students from eight Karnatakan schools to e-mail and the web. By the end of the two-month test in November, more than 1,000 students should be on chat and Yahoo! groups, collaborating with students across the city on classroom projects. The first step is getting the students e-mail accounts. Easy, until you consider:

  1. Few to zero internet hook-ups,
  2. Internet firms gone MIA,
  3. 10-day school holidays,
  4. Index-finger-only typing, and
  5. Ignorance of English, the language of the Yahoo! interface.

The result at, for example, Adugodi Government Girls School is this: For each student who has come during the holiday solely to get a Yahoo! account, it takes her nearly 25 minutes to get from e-mail virginity to the send button. Girls struggled to manipulate the mouse, spell their fathers’ names in English letters or remember the passwords they had just created.

Now imagine all 250 students sharing one computer, split into six-hour shifts for five days in a row. You can see why the technology facilitator (blue scarf in photos above) sighed.

06

Oct

A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
Paulo Freire, Pedagogy of the Oppressed. New York: Continuum Books, 1993. (Thanks to fellow fellow Nikolai for sending.)

02

Oct

Scaling up, visualized on blackboard at the American India Foundation’s refresher for cluster coordinators in Karnataka last week. The coordinators, who train government-school teachers to use computers in the classroom, speculated on the resources needed  to increase the reach of the program throughout the Indian state. Click on the chalkboard for more photos from the retreat.

Scaling up, visualized on blackboard at the American India Foundation’s refresher for cluster coordinators in Karnataka last week. The coordinators, who train government-school teachers to use computers in the classroom, speculated on the resources needed to increase the reach of the program throughout the Indian state. Click on the chalkboard for more photos from the retreat.