Kumar, Avinash
(2013)
Creating an enabling learning
the environment at 12,000 Feet:
SECMOL alternative institute.
Learning Curve (21).
pp. 41-46.
Abstract
“While [the children] may not be physically punished...a strong message is communicated to them that if
they want to be accepted by the teacher and the society, they have to renounce any allegiance to their
home language and culture. [W]hen the message, implicit or explicit...is "Leave your language and
culture at the schoolhouse door" children also leave a central part of who they are, their identities - at the
schoolhouse door.”(Cummins, 2001)Even though centuries of living in harsh climatic
and geographic conditions with limited
resources, has led to the evolution of a Ladakhi
culture that deeply values self-sufficiency and
environmental sustainability, traditionally, the
average Ladakhi child did not have to go through
formal schooling. Children learnt in the fields and
homes, watching and working alongside their
parents, grandparents and neighbours. “The
songs and stories of Ladakh’s past would often be
passed down orally while this work was being
done. [And] each child would grow to
become competent enough to build and maintain
his or her own house, manage the farm or herd,
and meet the family needs...The purpose of
education was the preparation of youth for
lives of meaningful work and the transmission
of Ladakh’s unique culture and values...
[and it] allowed stable, prosperous communities
to continue meeting their own needs.
” (Mingle, 2010)
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