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Development and the Farmer
The consensus against the farmers’ struggle grants them the space to have doubts and apprehensions, but no civic or intellectual agency to seriously question the legitimacy and reliability of the vision of the future embedded in the new laws.
The relationship between education and ideology is normally acknowledged and studied in the context of ideological formations that have direct or obvious political significance. A prime example is the widespread scholarly interest that has been demonstrated in the impact of religious nationalism on education. It continues to be a subject of controversy and research, especially in the field of history. Not just the curriculum of history at various stages of education, but more fundamental questions about what it means to historicise or to impart knowledge of the past have been thoroughly discussed. Quite different is the case of ideologies that permeate state policy in different spheres, including the economy. The evolution of state policies is seldom acknowledged and studied because they look obvious and natural choices for the state and the nation itself to have made. Developmentalism is a case in point. Despite being directly implicated in state policies across several sectors, including education itself, developmentalism has not aroused any substantial debate for a long time. Up until the 1980s, “development” had remained a contested concept. With the advent of the 1990s, the contestation gradually receded and a history of ambiguity about it came to an end. The problems associated with that history did continue. They lie buried at a considerable but accessible depth in the protest sustained for several months now with tenacity and suffering by farmers sitting at three border points of Delhi.
What Is Developmentalism?
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