ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Farewell to Modernisation

Farewell to Modernisation? Krishna Kumar THE 'modernisation' paradigm is still alive if not kicking. B L Jindal has used it to prove that schooling contributes to students' modernity, that the English-medium urban private school produces more modem students than does the government village school By modern, he means the usual admixture of secular, scientific, achievement and independence-oriented, civic attitudes. After reading Jindal's elaborate analysis of students' scores on the modernity scale that he prepared to compare the students of two urban and one rural school in Hissar, Haryana, one is supposed to conclude that being modern in the prevailing social structure has to do with being born in a class whose children have access to locally prestigious, expensive, English-medium schooling. Put differently, modernity is a function of belonging to the local elite, and further that it has nothing to do with interest in changing the power distribution prevailing in society. But these are not the words which believers in the modernisation paradigm use. Nor does Jinal. He merely concludes that to spread modernity we should have more schools that are known to spread modernity

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