Change_Development

Emancipation may be described, to begin with, as the development of awareness in an individual about his beliefs, values, conditioned emotions and attitudes. Further, the emancipated person builds a perspective where all these are seen as historical developments taking place in a socio-cultural-historical context through circular causation. When an individual can take an objective view of himself as a product of his history in his peculiar ontogeny, and can examine his own beliefs, attitudes, values, and social responses dispassionately, and understand their causal matrix, he can be said to be emancipated. But this is neither natural nor easy. In order to achieve this emancipation, the individual needs certain educational processes.

- Pedagogy and Authoritarianism: Consequences of Educational Practices for Individual Emancipation and Democratic Polity, Pradeep Barthakur, Social Action, 01/10/2002, [J.ELDOC.N00.01oct02SOA.pdf]

I think for me the problem with the empowerment discourse is that it gets again framed within a certain set of institutions, so we end up trying to empower people within a certain framework. And what happens as a result of that are a few things. One is those is that institutions have defined power as a zero-sum game, so it forces everybody to fight against each other for certain limited power within the framework of those institutions. The other thing that happens is that our own notions of power, and our ability to develop and to generate different forms of power somehow gets reduced. I can give you an example from India about this whole empowerment discourse that is going on within the framework of the modem-colonial, neo-colonial institutions. It has actually disempowered people because it has reduced their option for resistance and for creation. It says that, as an empowered person, what you should do is to go and file your case in court, or you should go and sit on strike in front of the President's office or the Collector's office or something like that, or you should do a letter-writing campaign. But if we think about it, our notions of power have been actually reduced. This is a real problem because they are always defined in relation to a particular set of institutions.

Now, let me add a point that came to my mind while reading the concluding remarks of BF (p 1747) where they had mentioned the possibility of literacy skills being associated with a market. What one can add to this is that they are of various types. A particular individual may be lit-erate in one aspect but not in another. Say, for instance, an individual who is literate in the conventional sense need not be computer literate.

Again, because of the time constraint or some other factor, all persons cannot be literate in all respects. Hence, people with different literacy skills have to help each other out either through the market or through some other networking. Thus, what matters is that in a society, more proportion of people should have access to the functioning associated with different literacy skills. It is also true that certain literacy skills will have a greater value than other skills and if the literacy skills are not complimentary to each other then, in due course of time, the literacy skills with greater value are likely to re-place the one's with lower value. It also means that acquiring of literacy skills should be considered as a process. Further, I would like to add that like institutions, new literacy skills could emerge, the existing ones will either continue to persist or perish. Again, at any given space and time, there will be a limit to the possible literacy skills.

- Isolated and Proximate Illiteracy, SRIJIT MISHRA, Economic & Political Weekly, 02/06/2001, [J.ELDOC.N00.02jun01EPW2.pdf]

Cartoon workshops held to empower women in Madhya Pradesh, Jharkhand and Mizoram, Sharma seeks to help them in proving their think-ing prowess and expressing their feelings through comic charac-ters...

'WHY are you people crying foul for Cauvery water? Even if the entire water flows through Tamil Nadu, dalits like me are not going to get a drop of it."
This is not an anti-Tamil Nadu propaganda, but the state-ment of a dalit woman in a Tamil village, pouring her heart out in a cartoon drawn by her. She is one of those hundreds of rural illiterate women who are being taught to wield the power of pen-cil to focus on their forgotten rights and untapped might.

These workshops, intended to train communities, particu-larly those without much means, to articulate themselves through the medium of cartoon, have had reasonable success in many countries of Latin America and Africa. In these countries, vil-lage people are creating comics that focus on local issues and serve to mobilise opinion on the issues that concern them.

EDUCATION is an empowering phenomenon which equips the people to combat social injustice and exploitation, and which provides the necessary synergy for a structural socio-political transformation, says Professor G. Ram Reddy, former chairman of the University Grants Commission, in his book, Higher Education in India, Conformity, Crisis and Innovation. A collation of articles, speeches and convocation addresses, the book critically analyses the state of higher education in India and presents an agenda for modernization and reforms.

- Indian education bereft of modern socio-political scenario, KRISHNA KUMAR MANGALAM, Statesman, 31/03/1995, [C.ELDOC.N00.31mar95s1.pdf ]

It is quite unthinkable that we achieve a leadership posi-tion in the global market, and yet we cannot quickly get our act to-gether and universalise elementary education in the country. The need to universalise elementary educa-tion is critical as a number of stud-ies have revealed that basic educa-tion has a direct positive impact on a number of social and economic indicators like population stabilisa-tion, healthcare and sanitation, law and order, employment, productiv-ity, GDP, economic growth and the opportunity to make informed choices for each citizen leading to the practice of true democracy in our country.

- A Learning Experience A Child's Right to Education, AZIM PREMJI, Times of India, 09/12/2000, [C.ELDOC.N21.09dec00toi1.pdf]

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9.A Study of the Evolution of the Textbook, NCERT, 1987 Ch. VII Social Change, Education and the Textbook (1905-1947) pg. 100

10.Education and Social Change, Gender Sensitive Education, Curriculum Development

11. Reflections on Curriculum, NCERT, 1984,
Ch. 6 Curriculum for Weaker Sections- SK Yadav pg. 22

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1. Addressing social change through democratic education, Dr Gauri Kirtane-Vanikar, University of Pennsylvania, International Democratic Education Conference, 4-13 December 2005, Bhubaneswar, Orissa, Tape 3 (2, side A), N24