1. business and industrial
2. company
3. bankruptcy

Education for Democracy in India:
Educating every child for life in a democracy
M.V.S.V. Prasad
Asst. Professor (Political Science)
Department of Education in Social Sciences
National Council of Educational Research and Training
New Delhi
India
21 May 2012 (Mon)
Education for Democracy
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A ‘work-in-progress’
Part of the core curriculum in the school education in India since
Independence, for more than 60 years
Major aim of the Secondary Education Commission, (1952-53):
development of democratic citizenship
Major theme of the social science textbooks brought out by the
National Council of Educational Research & Training (NCERT)
and various State-level agencies at all stages of school education
Textbooks at the primary, upper primary, secondary, and higher
secondary stages, contain generative topics that aim to promote
critical understanding of democracy
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Education for Promoting Democracy
“The culture of democracy or the democratic
temperament must be imbibed by citizens from a very
early age. They must become aware of both their rights
as individuals, but also their responsibilities and
obligations as citizens.”
– Dr. Manmohan Singh, the Hon’ble Prime Minister of
India, during the launch of the UNDEF in New York on 14
September 2005
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Syllabus & Textbooks
Salient Features
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Based on the National Curriculum Framework, 2005
Civics recast as
Social and Political Life at the Upper Primary Stage (Classes 6–8)
Political Science at the Secondary Stage (Classes 9–10)
Textbooks for consciousness-raising, that is, the process of
making people aware of important social and political issues
Set a trend in Citizenship Education
Content is related to the student’s everyday life
Critical pedagogy
Aim to promote
Concept-based Teaching
Activity-based Learning
Ongoing Assessment
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Syllabus & Textbooks
Salient Features
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Learners are initiated into a deeper understanding of
idea and practice of democracy in contemporary India
and different parts of the world
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Focus on the foundations of the Indian Constitution,
i.e. in-depth discussion of justice, liberty, equality,
fraternity
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Discussions from multiple perspectives, including those
of the women, minorities, disabled and other
disadvantaged sections
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Syllabus & Textbooks
Salient Features
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Case studies and examples from real life
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Literary elements: Poems, novels, short stories
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Visual elements: cartoons (Indian & foreign), maps,
movies, newspaper clippings & collages, photos,
posters
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Unni–Munni comments / queries / dialogues
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Social and Political Life – I, II, III
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Class VI
Social and Political Life–I
Theme: Diversity and Interdependence
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1 Understanding Diversity
2 Diversity and Discrimination
3 What is Government?
4 Key Elements of a Democratic Government
5 Panchayati Raj
6 Rural Administration
7 Urban Administration
8 Rural Livelihoods
9 Urban Livelihoods
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Class VII
Social and Political Life–II
Theme: Democracy and Equality
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1 On Equality
2 Role of the Government in Health
3 How the State Government Works
4 Growing up as Boys and Girls
5 Women Change the World
6 Understanding Media
7 Understanding Advertising
8 Markets around Us
9 A Shirt in the Market
10 Struggles for Equality
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Class VIII Social and Political Life–III
Theme: Rule of Law and Social Justice
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1 The Indian Constitution
2 Understanding Secularism
3 Why Do We Need a Parliament?
4 Understanding Laws
5 Judiciary
6 Understanding Our Criminal Justice System
7 Understanding Marginalisation
8 Confronting Marginalisation
9 Public Facilities
10 Law and Social Justice
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Democratic Politics–I and II
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Class IX Democratic Politics–I
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1 Democracy in the Contemporary World
2 What is Democracy? Why Democracy?
3 Constitutional Design
4 Electoral Politics
5 Working of Institutions
6 Democratic Rights
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Class X
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Democratic Politics–II
1 Power-sharing
2 Federalism
3 Democracy and Diversity
4 Gender, Religion and Caste
5 Popular Struggles and Movements
6 Political Parties
7 Outcomes of Democracy
8 Challenges to Democracy
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Democratic Politics
The Class IX Textbook, Democratic Politics–I begins with detailed
case studies of Chile and Poland, both members of the
Community of Democracies (CD).
This textbook and the Class X Textbook, Democratic Politics–II
also refer to other CD members such as
the USA, South Africa, Mexico, Canada, and
democratic leaders from the CD members such as
Abraham Lincoln, Lech Walesa, Martin Luther King, Jr.,
Michelle Bachelet, Nelson Mandela, Oscar Arias Sanchez, and
Rosa Parks.
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Education for Human Rights
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Fundamental Rights
Directive Principles of State Policy
Civil and Political rights
Economic, Social and Cultural rights: Right to Education, Food, Water
The Protection of Women from Domestic Violence Act, 2005
Paschim Banga Khet Mazdoor Samity & Ors v State of West Bengal (1996)
Olga Tellis & Ors v Bombay Municipal Council (1985)
Rights of SCs / Dalits (SC / ST Act)
Rights of STs / Adivasis (Forest Rights Act)
Rights of Minorities (Religious / Linguistic)
Rights of Women
Rights of the Disabled
Rights of Children
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Education for Human Rights
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Gandhi, Nehru, Ambedkar, Tagore
Civil Rights Movement (USA)
Solidarity Movement (Poland)
Aung San Suu Kyi (Burma / Myanmar), Wangari Maathai (Kenya)
Struggles against Discrimination (South Africa):
Hector Pieterson and Hastings Ndlovu (Soweto Uprising)
Case Studies from real life:
Omprakash Valmiki (Joothan)
Hakim Sheikh (Right to Health)
Sudha Goel (Dowry death victim)
Extraordinary Women:
Pandita Ramabai (Pune)
Rokeya Sakhawat Hossain (Sultana’s Dream)
Rashsundari Devi
Laxmi Lakra (train driver from Jharkhand)
Satya Rani (mother of a dowry victim)
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Political Science Textbooks – Class XI
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Class XI Indian Constitution at Work
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Constitution: Why and How?
Rights in the Indian Constitution
Election and Representation
Executive
Legislature
Judiciary
Federalism
Local Governments
Constitution as a Living Document
The Philosophy of the Constitution
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Class XI Political Theory
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Political Theory: An Introduction
Freedom
Equality
Social Justice
Rights
Citizenship
Nationalism
Secularism
Peace
Development
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Political Science Textbooks – Class XII
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Class XII – Contemporary World Politics
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
The Cold War Era
The End of Bipolarity
US Hegemony in World Politics
Alternative Centres of Power
Contemporary South Asia
International Organisations
Security in the Contemporary World
Environment and Natural Resources
Globalisation
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Class XII – Politics in India since Independence
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Challenges of Nation-Building
Era of One-Party Dominance
Politics of Planned Development
India’s External Relations
Challenges to and Restoration of the Congress System
The Crisis of Democratic Order
Rise of Popular Movements
Regional Aspirations
Recent Developments in Indian Politics
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Right to Water: Issues of daily life
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Laxmi Lakra:
A Remarkable Journey
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Unni – Munni
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Unni – Munni
All this is so remote for me.
Is democracy all about rulers
and governments? Can we
talk about a democratic
classroom? Or a democratic
family?
I want to be in Lyngdoh
Madam’s class! That sounds
like a democratic classroom.
Doesn’t it?
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(Ab)use of Authority
(Social and Political Life–III, Storyboard, p. 7)
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Role-play by Teacher-Participants
NCERT Orientation Programme about New Textbooks
May 2008, RIE, Ajmer, Rajasthan
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Secularism in India – Rights of Minorities
(Social and Political Life–III, Storyboard, p. 23)
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Role-play by Teacher-Participants
NCERT Orientation Programme about New Textbooks
May 2008, RIE, Ajmer, Rajasthan
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Other Institutions
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National Book Trust – Indian editions of UNESCO Publications
National Human Rights Commission – Publications
Election Commission of India
Election Commissions of different States and Union Territories
National Voter’s Day (January 25) Awareness Campaign
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Which Scope?
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Focus on
Focus on the whole world...
Or just on your nation.
Focus on the whole nation… Or just on your State.
Focus on the whole State…
Or just on your district.
Focus on the whole district… Or just on your locality.
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Perspectives about
Curriculum and Pedagogy
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Macro
Bird’s eye view
Broad
General
Global
More complex?
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Micro
Worm’s eye view
Narrow
Specific
Local
Less complex?
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Multiple Approaches to Education for Democracy
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Culture of democracy, deliberative democracy, dignity
Partnership between government and civil society organizations
Move from theory to Action
Decentralization of Democracy Education: From airbus to bus
Open Government: Feel the democracy!
Democracy for all, not just for some
Collaborative exercises in developing the Teaching-Learning Materials and
Training of Educators
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Kahlil Gibran (1883-1931)
Lebanese-American Poet
Your children are not your children.
They are the sons and daughters of Life’s longing for itself.
They come through you but not from you,
And though they are with you yet they belong not to you.
You may give them your love but not your thoughts,
For they have their own thoughts.
You may house their bodies but not their souls,
For their souls dwell in the house of tomorrow, which you cannot
visit, not even in your dreams.
You may strive to be like them, but seek not to make them like you.
For life goes not backward nor tarries with yesterday.
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Thank you for your kind attention!
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