Indian NEP 2020 and its goal of inclusive education: Mapping challenges in light of curriculum and teacher education in India

Abstract

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res, establishing school in remote areas, mid-day meal, uniforms and books. To a great extent, governments have done their best yet the aim of inclusive education remained unfulfilled which is why in NEP 2020 the issue of inclusive education gets centre stage. When all necessary actions have been taken by governments and other agencies, what are the reasons which hamper the progress of achieving the target? Aims/Objectives: To answer the question, this paper attempts to investigate conceptually the reasons and structures, other than infrastructure and requite arrangement, such as syllabus, environment provided at school and behavior of teachers which may prove a great challenge in achieving the aim. Methods: For this conceptual investigation, some Dalit autobiographical narratives, random overview of curriculum taught in schools, reports related to unprofessional behaviour of teachers and schools, and ‘teacher training’ will be scrutinized. For the purpose, Dalit criticism, postcolonial and psychoanalysis are used as tools for analysis of the textual material. Result: The study proves that firstly the curriculum taught in schools is not inclusive which fails to make the students of marginalised groups feel at home culturally and nationally; secondly, if it includes the other cultures or iconoclasts these are subdued by teaching from different perspective. The teachers’ attitude towards marginalised students and their culture is still discriminatory which infers that besides education, teacher training programmes have failed grossly to train the student[1]teachers into an egalitarian and human one which is why the exclusion continues.