application. It is important for the educators to interrogate their own understanding of diversity,
their assumptions and beliefs110, in the absence of which reintegration would be in vain.
4.2.2 Social
Social and Cultural
Cultural Segregation
The economic segregation discussed above resulting from the economic disparities
is also leading to social stratification. The emergence of English medium schools and
reinforcement of madrassa education was patronised by specific fragments of the society: the elitist
riche and the Islamist martial law regime respectively. Therefore, it can reasonably be said that the
emergence of the parallel two streams were a result of societal difference which was ultimately
reflected on the curriculum. The curricula of these two streams have been set as per the profile
and
apparent
preferences
of
the particular group. The Curricula of these streams contain topics which the stakeholders have
been given by the profounder of the streams. To be more specific, the elitist English medium
curriculum
prepares
mainstream
Board
the
students
education
for
has
the
been
higher
education
formulated
abroad
basically
while
to
the
prepare
for the local job market, and madrassa curriculum has been set with a view that either these
people cannot afford mainstream education but they need it or they only need to learn orthodox
religious dictums and thus general education is unnecessary. So we find English medium syllabus
culturally estranged from the country, board education giving minimum bookish knowledge
without practical capacity building and the madrassa education a moderate access to general
subjects.
In
other
words, English medium students are not considered for working in Bangladesh and Madrassa
students
are
considered
as
a
class
of
students
departed
from
mainstream: ignorant on modern issues, un-smart and ineligible for modern higher education.
This trend is visible from the particular example of the University of Dhaka admission test
eligibility criteria: certain depart of the University of Dhaka to accept students from the madrasa
110
Sai Väyrynen, ‘Observations from South African Classrooms: Some Inclusive Strategies’’ (SCOPE) 19
<http://www.education.gov.za/LinkClick.aspx?fileticket=SpKPkLVuY%2Bc%3D&tabid=452&mid=1037 > accessed 5
June 2014
Page | 39