Org chart by Simran Nijjar

Decolonization and Erasure of Historical STEM System- Wicked Problem

simrannijjar1438 — 2025-03-29 00:49:31 UTC

Deeply Rooted in colonial legacy
Structural resistance & Opposing Interests
Opportunities for reform

Legacy Of colonial Education System:

simrannijjar1438 — 2025-03-29 01:21:49 UTC

The STEM education was European Centric focusing on western discoveries and dominance. The foundational years are crucial for shaping students' scientific perspectives but curriculum was limited to biased textbook excluding India's advancements in mathematics (zero, algebra), astronomy, medicine (Ayurveda), and sustainability practices. Vygotsky’s Sociocultural Theory emphasis on Learning should integrate local knowledge (Vygotsky, 1978) and Dewey’s Experiential Learning gives Hands-on learning which helps to connect science to culture (Dewey, 1938).

Core Challenges

simrannijjar1438 — 2025-03-29 01:22:02 UTC

Gaps in Teachers' Training

simrannijjar1438 — 2025-03-29 02:53:22 UTC

Teachers are trained within a Western-centric framework (prioritizing influence of Newton, Darwin, and Einstein, while ancient Indian Scientific contributors, e.g., Aryabhata, Sushruta, and Charaka gain negligible attention), which limits their ability to integrate Indigenous knowledge into science textbooks resulting in cultural disconnect. Freire’s Critical Pedagogy is a Tool for Liberation emphasizing on Teacher as Facilitator, Not Authority (Freire, 1970).

Potential Solutions (Macro and Micro Suggestions)

simrannijjar1438 — 2025-03-29 02:54:23 UTC

Language and Knowledge Erosion

simrannijjar1438 — 2025-03-29 03:38:08 UTC

Contemporary English-dominant education system is eroding Indigenous languages and traditional knowledge transmission. English educated Indians distanced from their own traditions and languages, leading to a sense of inferiority and a loss of cultural identity (Mukherjee, 2002, p. 52). Older generations may not have the tools or encouragement to reclaim Indigenous knowledge.