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Curriculum Implication
Curriculum, Pedagogy and Evaluation: Implications for
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CURRICULUM, PEDAGOGY AND EVALUATION: IMPLICATIONS FOR SC & ST CHILDREN

* Ramaiah Bheenaveni

This section firstly examines curriculum as a mediator of dominance and hegemony, exploring ideological issues in the selection and structuring of knowledge and in pedagogic practice. Secondly we focus on the issue of representation of subaltern groups, culture and ideologies. The concept of curriculum is used here to designate the experiences pupils have under the guidance of the school. Most issues in this area are predicated upon the assumption that appropriate school experiences can indeed make a significant difference to learning and lives of SC/ST children. Content of curriculum and internal operations are thus key issues that need to be addressed. Also very important are related areas of pedagogic methods, assessment and evaluation.

In India, curriculum and the content of education have been central to the processes of reproduction of caste, class, cultural and patriarchal domination-subordination. In post independence educational policy, modification of content supposedly aimed at indigenization resulted in Brahmanisation as a key defining feature of the curriculum. Brahmanisation has been evident in the emphasis on (1) ‘pure’ language, (2) literature and other “knowledge” of society, history, polity, religion and culture that is produced by higher castes which reflects
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