Viable Education for the Tribals

Name of the book: Viable Education for the Tribals

Name of author: Z.K. Pahru

Number of pages: 174

Publisher: North Eastern Social Research Centre

Price: Rs 120

In his book Viable Education for the Tribals, Z.K. Pahru has put forward a variety of suggestions towards creating a different kind of education system for indigenous communities in his home state, Manipur.

While some of his ideas seem extremely viable, some appear rather regressive.

Pahru’s focus is on the education system prevalent among various indigenous communities of Manipur in general and his own clan — the Poumai Nagas — in particular.

He traces the origin and evolution of the Poumais, who have been inhabitants of Manipur’s Senapati district since ages. As was common among most indigenous communities, they, too, were an agrarian community following an animistic religion. The society, with a strong patriarchal structure, revolved around beliefs and superstitions.

The author associates the strong patriarchal social structure with the need of the times for survival through hunting and warfare. The women were barred from participating in village council meetings and their place was in homes, close to their hearths. Education was limited to word of mouth and youths were delegated various tasks or responsibilities, which could be called trade in modern-day parlance.

After the British entered the scene, the Poumais, along with other indigenous hill communities of present-day Manipur, came under the Manipuri kingdom. Then followed the missionaries, who brought in Christianity and western education. Despite initial resistance from the local people, missionary activity started towards the end of the nineteenth century through the efforts of William Pettigrew and his wife Alice, who started the Baptist Mission. The Catholics followed after some time.

During this phase, religious activities and education went hand-in-hand. Pahru says that while the Baptists were individualistic in approach, the Catholics had a coordinated approach. They set up many schools, paving the way for government, and finally, private schools.

Here the author gets into the act of criticising schools, He blames the teachers and management of government schools of being dishonest, insincere and corrupt, alleges that missionary schools are focussed on their own agenda and favour their own denomination. Private schools, he says, are mercenary organisations set up to sell education.

He says the western education system has alienated the indigenous people from their roots, strengthened patriarchy, and created a competitive atmosphere and class categorisation among the otherwise classless people.

Pahru favours an education system on the lines of those prescribed by Ivan Illich and Mahatma Gandhi, and refers to Kanavu and Jeevan Shala type of schools for the indigenous people, to allow them to follow a curriculum based on their roots, traditional values, local knowledge and folklore. He also advocates the teaching mode to be vernacular till Class V, with English and other languages introduced later.

While Pahru is entitled to his views on the educational system, it needs to be recognised that the “western” type of education has become established. It has led to improvement in the economic and social standards of society at large, including his community. This, too, in no small measure. The system does have provision for vocational education, apart from the academic variety he disapproves of.

There will always be some who will excel and others who will lag behind in any system. Following his prescription will not bring about a uniform standard of ability. This is so even in traditional societies. Chiefs and leaders have emerged because of their recognised qualities to lead and decide.

The book contains some useful information. While there is no doubt that educational reforms are required, the prescription given is fraught with danger. Going back to the roots may merit some consideration, but to go back in totality has inherent dangers of isolating a society, rendering it irrelevant.

H.W.T. SYIEM

Published on July 3, 2011