ABSTRACT
This chapter seeks to emphasise the significance of a vibrant and representative public sphere in overcoming the process of marginalisation. Through the content analysis of the National Council of Educational Research and Training (NCERT) textbooks, this study using the conceptual framework of Krishna Kumar (2002) seeks to highlight how through the threefold process of ‘politics of mention’, ‘pacing’, and ‘the conception of the end’, the Northeast is depicted and reiterated as a troubled and conflict state in the curriculum. These narratives ensure the formation of a common national identity which is based on sweeping generalisation and ignores a large part of the Northeast and their role in history-making. The process of marginalisation is further examined by looking at the role of hidden curriculum and the practice of banking pedagogy, which refuses to bring any context and relevance to the tribal communities. This study argues that by operating on the basis of cultural arbitraries of the dominant section of society, the ‘banking pedagogy’ seeks to push the tribals to the margins further. It also creates a culture of silence that imposes suppressed self-image within the tribals and prevents the expression of their voices in the public sphere; as a result, they tend to internalise marginality as a given reality. This process of marginalisation is further perpetuated by the inadequate representation of Scheduled Tribes (STs) in educational institutions like schools. Since schools are spaces that can nurture and develop critical thinking and dialogue in young children, the inadequate representation of ST students creates a public sphere that lacks a diversity of voices and opinions.
