Abstract
Using social constructionist perspective this paper critically examines the multilingual education (MLE) discourse and practices
in the Indian states of Odisha and Andhra Pradesh. The choice of MLE model is influenced by the construction of the problem
of tribal children’s learning as ‘poor’ or ‘inadequate’ bridging between the language and concepts used in everyday life and
school. ‘Bridging’ and ‘exit’, therefore, became key metaphors of MLE programmes. The discursive embedding of these metaphors in the policy documents indicates
that they are political and serve to fulfill the mandates of the constitution of India and policy frameworks for early education
in mother tongue without subverting the language hierarchy or the majority-centric school education. The current MLE programmes
lack pedagogy of critique and limit the scope for reflexive deliberations.
in the Indian states of Odisha and Andhra Pradesh. The choice of MLE model is influenced by the construction of the problem
of tribal children’s learning as ‘poor’ or ‘inadequate’ bridging between the language and concepts used in everyday life and
school. ‘Bridging’ and ‘exit’, therefore, became key metaphors of MLE programmes. The discursive embedding of these metaphors in the policy documents indicates
that they are political and serve to fulfill the mandates of the constitution of India and policy frameworks for early education
in mother tongue without subverting the language hierarchy or the majority-centric school education. The current MLE programmes
lack pedagogy of critique and limit the scope for reflexive deliberations.
- Content Type Journal Article
- Category Research in Progress
- Pages 1-11
- DOI 10.1007/s12646-012-0149-7
- Authors
- Minati Panda, Zakir Husain Centre for Educational Studies, School of Social Sciences, Jawaharlal Nehru University, New Delhi, 110067 India
- Journal Psychological Studies
- Online ISSN 0974-9861
- Print ISSN 0033-2968