Sankardeva、梵语和Saraswati:阿萨姆邦一所学校中地区和国家象征的相互作用

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2021-10-24 DOI:10.1177/09731849211049851
Navarupa Bhuyan, Nirmali Goswami
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引用次数: 0

摘要

在南亚社会中,民族主义项目的合法性主张往往依赖于从各种本土传统中提取的文化符号。在印度这样一个多民族社会,有很多关于集体过去的故事,这些项目很难实现被认为是必要的多符号一致性。学校是可以检验地方(地区)生产和民族认同之间复杂相互作用的关键场所。阿萨姆邦的学校提供了一个有利的位置来研究国家和地区想象力之间的棘手关系。这篇文章引用了从阿萨姆邦Vidya Bharati信托附属学校收集的材料。信托基金会及其开办的学校因其专注于宣传某种基于印度教象征文化至上的民族主义意识形态而受到广泛审查。然而,阿萨姆邦这类学校的分支机构对地区标志和阿萨姆语的认可具有鲜明的地区特色。本文考察了一所以桑卡德瓦命名的学校在视觉图像的部署和课程材料中使用的国家、宗教和地区在教育空间中的动态。
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Of Sankardeva, Sanskrit and Saraswati: The Interplay of the Regional and the National Symbols in a School in Assam
In South Asian societies, nationalist projects have often relied on cultural symbols drawn from varied native traditions for their legitimacy claims. In a multi-ethnic society like India, with a multitude of narratives about collective pasts, it becomes difficult for such projects to achieve a multi-symbol congruence that is deemed necessary. The schools are key sites where such complex interplay of the production of locality (region) and national identity can be examined. Schools located in the state of Assam afford a vantage point to examine the vexed relation between the national and the regional imaginaries. The article draws on materials collected from a school affiliated to the Vidya Bharati Trust located in Assam. The Trust and the schools run by it have been extensively examined for their focus on promoting a certain ideology of nationalism which is based on the cultural supremacy of Hindu symbols. However, the branches of such schools in Assam carry a distinct regional character in their endorsement of regional icons and of Assamese language. This article examines the dynamics of nation, religion and region within educational spaces in the deployment of visual images and in the curricular materials used in a school named after Sankardeva.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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