Madan, Amman
(2020)
Rebuilding self and identity in adivasi schooling.
Learning Curve (7).
03-07.
ISSN 2582-1644
Abstract
The sociological study of everyday life experiences
in the classroom has enriched our understanding of
how students learn and or do not learn. Children
are not mechanical beings. They construct their
emotions and ideas regarding teachers and school
subjects through a series of social interactions. The
experiences of a child within a society are what
may lead her to begin to feel that geography is a
boring subject, while history is exciting. A child
from a home where the language of the school is
spoken and where ideas of history are discussed
and debated may find that it catches her interest
in school as well. She will speak up in front of the
teacher and the rest of the class and say things which
the others might not know and gain their respect.
Her self-esteem will rise. Meanwhile, a child from
a family which does not speak the language of the
classroom will struggle and stumble. If he has not
heard about, say, Aryabhatta before, he may be
silenced and may feel humiliated by the excited
chatter of others.
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