The ‘Deshbhakti’ Curriculum

Context: The recent step taken by the Delhi government in introducing the ‘Desh bhakti curriculum’, although it cherishes our independence and its ideals, may be wrought with negative consequences.

Idea behind ‘deshbhakti curriculum’: The curriculum wants our children to celebrate the ‘spirit of independence’, understand the ‘constitutional values’, become sensitive to ‘pluralism and diversity, and realise the significance of ‘equality and fraternity in life practices.

Negative consequences of ‘deshbhakti curriculum.’

• Failure to distinguish between nationalism and patriotism:
• We are living at a time when the all-pervading discourse of hyper-nationalism seems to have poisoned the collective psyche and reduced patriotism to a stimulant feeling of hatred for the constructed ‘enemy’.
• This sort of patriotism manifests itself in all sorts of war metaphors— defeating Pakistan in the cricket match, celebrating the militarisation of consciousness, and reminding the minorities of their secondary status.

Way Forward: Focussing on critical pedagogy to ensure controlled patriotism

• Patriotism based on love and creativity of resistance: 
  • A truly meaningful and enabling patriotism does not manifest itself through loud symbols and gestures. It is always subtle, silent and soft. 
  • It is the patriotism of a noble doctor, a caring teacher, a committed social activist working in silence.
  • It is only the art of critical pedagogy that can sensitise a young learner.
• Providing understanding on trans-nationalism: it is equally important to make our children aware of the fact that there is something higher and nobler than bounded nationalism and associated patriotism. 
  • This is the quest for the spiritual unity of humankind; Only then would it be possible for a young student in Delhi to feel a close affinity with her counterpart in Lahore or Nairobi.
  • Critical pedagogy can prepare the ground for rooted cosmopolitanism.
• Teacher’s introspection: No noble values—ethical, social behaviour, civic responsibility or environmental sustainability—can be taught through sermonising. Nor can it be limited to a slot in the official timetable.
  • We live in a society where most of the teacher training centres are of terribly poor quality, and acquiring a BEd degree is just a technical requirement.
  • Moreover, the vocation of schoolteachers is seldom understood and respected. From the arrangement of the midday meal to election duty: teachers are expected to do everything, leaving them no time to reflect on critical pedagogy.

Conclusion: Education ought to sensitise our children, expand their horizons, cultivate the ethics of love and care, and make them responsible for the quest for an ethically enriched, ecologically sensitive and egalitarian society.