What is culture? Does it come from what we believe in or does it depend on how we act? We learn about culture in different ways – from people, from our homes and from those living around us. And importantly we learn about it from our school. This issue gives us a brief insight into what culture is all about and how the learning spaces in schools can effectively give children an introduction into the kind of society that they are part of.Read More
Category: December 2017
Pawan Kumar Gupta
An important objective of education is to make the student feel confident and good about herself. But in reality, this may not be the case as the system is focused on comparison. Both parents and the school unconsciously encourage comparison and evaluation of a student which takes a toll on the student’s self- confidence. Therefore the author argues that it is important to build an environment that does not encourage comparison or competitiveness of any kind if the child or the student has to feel good about being herself.
How can a school environment nurture in the students a sense of aesthetics and appreciation of beauty in all its forms? Schools can be happy and caring communities that recognize the importance of expressing emotions and learning through feelings. Through exposure to art, films, literature, music and performing arts which are normally not part of the curriculum, children have access to a rich world which can become part of their lives and help them gain an understanding of varied multisensory learning.
How can a school create its own culture? Culture can be built beginning from the students themselves. When they walk into school, they bring in their lives, their stories, their customs, beliefs, hopes and aspirations. Therefore a school should be able to absorb all the different cultures that students bring, in short, a school cannot refrain from engaging with multicultural beings. It has to be a collective growth— of teachers, students, principals, helpers, and everyone else from the school community.
How can the school, home and community converge to create a third space to help children’s literacy learning? Schools need not be the only domain for children to learn literacy. Each and every home is characterised by its memories, stories, languages and cultural resources which can enrich a child’s literacy learning at school. This article gives several suggestions on how a third space can be created where re-contextualisation can happen and literacy practices at home and school can merge.