BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Talks.cam//talks.cam.ac.uk//
X-WR-CALNAME:Talks.cam
BEGIN:VEVENT
SUMMARY:Emergent Education in the Homogenised World: The Significance of I
 ntegrating Indigenous Knowledge\, Cultural Practices and Skills towards Fu
 ture Education in India - Pallawi Sinha
DTSTART:20150610T120000Z
DTEND:20150610T130000Z
UID:TALK59801@talks.cam.ac.uk
CONTACT:Heyi Zhang
DESCRIPTION:The indigenous peoples constitute 8.2 % of India’s populatio
 n\, over 84 million people but their history reveals a constant struggle f
 or existence\, their identity\, and against oppression. Generally perceive
 d similarities in their way of life and oppressed position has led to thei
 r constitutional categorisation as scheduled tribes or adivasis but this d
 iffers from area to area thus excluding several groups. A heterogeneous gr
 oup with over 200 distinct peoples speaking more than 100 dialects\, they 
 vary greatly in ethnicity and culture. Thus India’s postcolonial mechani
 sms\, homogenisation of culturally-rich indigenous communities and knowled
 ge\, topical educational hegemony and dilemmas\, and future citizenship co
 ntextualise my study with the indigenous Sabar community of Jharkhand. In 
 particular\, the study attempts to listen to indigenous interests\, priori
 ties\, values and concepts with regards to education through innovative pa
 rticipatory\, audio-visual and spatial tools designed to establish their v
 oice. Thus this paper shall discuss critically the integration of indigeno
 us practices and knowledge within India’s postcolonial educational imper
 ative\; the intrinsic relationship between arts\, environment and communit
 y\; and the ethics\, in practice. It deconstructs ethnomethodology to subs
 tantiate its methodological relevance\, ascertaining the community’s own
  path to self-determination and managing outsider-insider disparities. Fur
 thermore\, it identifies how such methods empower the marginalised by enab
 ling multimodal expressions and access to data that other methods may not 
 elicit. The paper concludes the urgency for development of sustainable edu
 cational systems authentic to India\, which empowers future citizenship. I
 t directs a third space in education to reflect future pedagogic action\, 
 of difference not domination\, of localisation not assimilation.
LOCATION:Room 2S4\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge CB2 8PQ
END:VEVENT
END:VCALENDAR