Language Discrimination in Kerala's Education System : A Critical Analysis

 

Language learning plays a crucial role in the holistic development of students, fostering cultural understanding, and nurturing linguistic diversity. However, recent actions by the authorities in Kerala have raised concerns about the discrimination against language learning, particularly in the higher secondary sector. The abrupt elimination of 46 Malayalam junior posts and the transfer of teachers to distant locations is a grave injustice to the teaching profession and raises questions about the government's commitment to education. This essay critically examines these actions and their implications for language education in Kerala.

 

Questioning the Dignity of the Teaching Profession

 The elimination of 46 Malayalam junior posts and the subsequent transfer of teachers to faraway places is a direct attack on the dignity of the teaching profession. The government's action undermines the value of language learning and sends a message that certain languages, including Malayalam, are not given due importance. Such discriminatory measures tarnish the reputation of the left-wing government, which claims to prioritize public education.

 

Lack of Transparency and Logical Reasoning

 The reasons provided by the department for the elimination of these teaching posts lack transparency and logical reasoning. The order cites a change in the period structure for the appointment of junior teachers as the basis for the decision. However, it fails to explain who implemented this change and why. The decision to eliminate posts based on a flawed period count is illogical and ignores the complex dynamics of language education. Junior teachers often share the language teaching workload, and their roles extend beyond the specified periods. By disregarding these factors, the authorities demonstrate a lack of understanding of the academic system and the responsibilities of teachers.

 

Prejudices Against Language Learning

 The allotment of teaching posts in higher secondary schools is typically based on batch requirements for various subjects. However, when it comes to second languages, including the mother tongue Malayalam, a severe injustice prevails. The required number of students for second language classes is significantly higher than for other subjects. This biased approach undermines the importance of language learning and reinforces prejudices against mother tongue education. The government's insistence on reducing the number of language posts based on the number of students in the class perpetuates this discrimination.

 

Weak Academic Standards and Flawed Approach

 The government's actions reflect a flawed approach to language education and weaken academic standards. While science and humanities subjects continue to have dedicated teachers, irrespective of the number of students, language subjects are subject to technical and economic considerations. This approach undermines the importance of language proficiency and neglects the role of language in fostering critical thinking and social consciousness. By prioritizing economic factors over educational quality, the government fails to recognize the long-term consequences of its decisions.

 

Curriculum Discussions and Double Standards

 The ongoing curriculum reform discussions in Kerala must address the issue of language discrimination. The academic experts involved in these discussions cannot overlook the elitism present in the unequal treatment of language classes. By excluding a significant number of students from the count and allocating teaching posts based on the preferences of so-called "bright" students, these experts perpetuate discrimination. It is essential to challenge their double standards and hold them accountable for the flaws in the system.

 

Impact on Employment Opportunities and Youth Movements

 The elimination of teaching posts not only affects the teachers currently in service but also has wider implications for young aspirants awaiting employment. Many individuals have prepared for these posts and had hopes of securing a stable job in the government sector. The government's decision to abolish posts hampers the prospects of these young individuals, who have invested time and effort into their careers. Moreover, this action threatens the vitality of youth movements in Kerala, as it undermines the faith of young people in the government's commitment to their future.

 

Conclusion

 The recent actions by the authorities in Kerala, including the elimination of 46 Malayalam junior posts and the discriminatory approach towards language learning, raise serious concerns about the government's commitment to education and linguistic diversity. Such actions undermine the dignity of the teaching profession, weaken academic standards, and perpetuate prejudices against language learning. It is imperative for the government to prioritize transparency, logical reasoning, and equal treatment of all subjects, particularly when it comes to mother tongue education. The youth movements must play an active role in challenging these discriminatory practices and advocating for a robust and inclusive education system that fosters linguistic diversity, cultural understanding, and academic excellence.

( Source – Malayalam Article by P Premachandran )