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P33


Indigenous Boarding School in Postcolonial Nations and a continuous logic of Colonization 
Convenor:
Rashmi Kumari
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Format:
Panel
Location:
G7
Sessions:
Tuesday 25 June, -, -
Time zone: Europe/London

Short Abstract:

This panel will present case studies and personal experience narratives of boarding schools for Indigenous children in postcolonial nations like India and South Asia. Through this panel discussion we seek to explore and critique the continuous logic of colonization in postcolonial societies.

Long Abstract:

In 2020, several activists and anthropologists wrote an open letter (South Asia Journal 2020) and signed a petition denouncing the plans to hold the World Congress of Anthropology (2023) at the Kalinga Institute of Social Sciences (KISS) or what is in academic and activists term referred as “factory school” (Survival International 2020). KISS is a privately run residential school for Indigenous children in Odisha, India. Boasting itself as the “biggest anthropological laboratory,” KISS has been criticized for its dehumanizing attitude toward children and for severing their ties with their language, culture, and family. Similarly, in a recent report, China is documented to have residential schools for Indigenous children of Tibetan and other ethnicities. In this panel, we analyze the logic of these boarding schools in postcolonial nations in South and East Asia. Indigenous education has its tragic roots in the colonial history of the world, which later resulted in boarding schools for Indigenous children in North America, Australia, and New Zealand. The colonial logic behind these schools was rooted in religious civilizational ideologies, which the Catholic and Protestant missionaries propagated toward Indigenous communities. However, in post-colonial sovereign states like India, which have established their formal education systems based on the British colonial legacy, there are public and private boarding schools for the Indigenous (Adivasi) population. Hence, it becomes important to look at the advent and continuation of such an education as a relationship between colonial religiosity and polity in the post-sovereign nation-state. We invite abstracts from researchers, early career academics, educators, and practitioners who are working on the issue of boarding schools for indigenous children.

Accepted papers:

Session 1 Tuesday 25 June, 2024, -
 
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