| Kommentar |
Borders have been generative during colonial and postcolonial times. Borderlands are
contested areas with a being‐in and being‐out experiences brought about by mechanisms of
inclusion and exclusion with some identities as viable despite being illegal immigrants and
quickly become legal citizens (Bangladeshis) and some are not despite being part of the
nation state even before its formation (Nepali‐speaking Indians). The influx of such illegal
immigrants but viable identities leads to changing dynamics in the region. Everyday lived
experience of a layperson becomes an experience of inclusion and exclusion, of acceptance
and non‐acceptance, of conflict and surrender. Darjeeling and Dooars region situated in the
Himalayan belt of geographical north east India is a geo‐politically sensitive borderland
where such mechanisms are active and perennial. Some important areas can be looked into:
What are the survival strategies of these people as they become historically, politically and
demographically marginalized? How do they contest for the rightful recognition of their
identity? How has the identity transformed with time? What is the reason that some
identities are viable and some are not within a nation state? Does globalization and market
economy aggravate or alleviate their situation?
Teaching should be interactive and filled with examples. Every argument made for or
against should be substantiated and referenced. Keywords, key phrases and key sentences
should be highlighted. Time and space should be given to answering the questions of the
students but most importantly questions from students should be encouraged and this
could be made clear right in the beginning. Teachers should not give an impression of ‘I
know it all’ or superiority. When a student raises a question, if other students have an
answer to that, the teacher should act as a facilitator. Towards the end of the class, the
teacher can give a final say if there are answers to be given with openness to learn. I think
the most important thing is to listen when a student has to say something but if it is not
close or relevant to the topic or point, it can be steered without being imposing. To the
point and imaginative power point presentation can further facilitate the learning process. |
