16/08/2012
Abstract: Dr Shahid Siddiqui
Inequalities in Education: Source of Apathy and Anger
There is a growing realization about the political nature of education (Illich, 1971; Freire,1972; Apple, 1990; Postman, 1974-79) that has a direct relationship with ideology and power. School, thus, is considered to be an important social institution engaged in constructing, validating and perpetuating certain st
ereotypes. The relationship of education and society is interdependent as both influence and get influenced by each other. In the last three decades, education, under the influence of globalization, has changed rapidly in terms of its objectives and dynamics. The corporatization of education (Hill, 2003) together with privatization has made quality education far more expensive which hasfurther augmented social stratification in Pakistan. This is becoming a major cause of anger and apathy in the society. Currently about seven million students are out of school and 28% students drop out until grade 5 (Government, 2011).Those who manage to go to schools are exposed to the stratified school system where schools for the rich and the poor are poles apart in term of their infrastructure, facilities, curricula, fee structure, faculty, and assessment practices.
The education policies (Government, 1970, 1979, 1998, 2009) were largely personality driven and prepared on the outlines designed by foreign consultants and generally lacked broad consultative processes involving the stakeholders. Most of these policies underplayed the challenge of reducing the economic disparity and bringing about social justice. As a result of unequal distribution of educational opportunities, a large segment of population does not have access to quality education and thus feel marginalized. This economic, social, and educational marginalization leads to the feelings of disillusionment, rejection, and despondency. The two potential responses, vis-à-vis the social change in the society, emanate from these feelings are (a) complete conformity and silence (Illich, 1971) that strengthens the status quo or (b) sheer anger and antagonism that leads to feeling of extremism, destruction, and annihilation. It is important to note these responses are not just confined to those who are deprived of schools but can be seen among the literate that are unable to get jobs or have to accept underpaid jobs.
The important factor, thus, is not just providing access to the marginalized groups but ensuring quality education, in terms of contemporary curriculum, competitive syllabi, critical pedagogy, effective assessment and enabling school environment that contribute to their academic development and life chances. Social exclusion, a major cause of anger and apathy, need to be dealt with institutions at academic level by educational institutions and at social level through public action. It is through such a holistic approach that marginalized groups can be given recognition, confidence and social space to participate in public action and contribute in improving the living conditions.
