The Dalit curriculum from two perspectives

Abstract

This article is an attempt by two educators, one Dalit and one Tribal, to make a case for why education in India needs to be informed by a conception of “the Dalit curriculum.” We argue that the Dalit curriculum is an educational theory based on the following foundational assumption: The Dalit reality is the denominator of measuring any knowledge that can be considered within the bounds of morality with real potential for social transformation in India. In developing this educational framework, both of us draw upon and embody a “curriculum of solidarity” that is inherent in the Ambedkarite perspective, which we both espouse. This article is comprised of four sections. The first expresses our socio-historical location as co-authors of the text. The second explains the context of solidarity between Dalits and Tribes. The third historicizes the Dalit curriculum from an Ambedkarite perspective and the fourth constitutes a dialogical reflection on the same from a Tribal perspective.

Keywords:

• Ambedkar
• Dalit curriculum
• epistemicide
• axiocide
• tribes

Notes

1 Ambedkar (2019e) defined Brahmanism as follows: (i) belief in the Chaturvarna, (ii) sanctity and infallibility of the Vedas, and (iii) sacrifices to Gods as the only way to salvation.

Additional information

Notes on contributors

Shaileshkumar S. Darokar

Shaileshkumar S. Darokar is Associate Professor and Chairperson, Centre for Study of Social Exclusion and Inclusive Policies, Tata Institute of Social Sciences, Mumbai.

Sainkupar Ranee Bodhi

Sainkupar Ranee Bodhi is Associate Professor and Chairperson, Centre for Social Justice and Governance, Tata Institute of Social Sciences, Mumbai.