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In this paper, the discussion
is confined to the investigation of linguistics and cultural data for the preparation
of textbooks to teach the tribals of Kerala under the functional literacy programme.
According to 1971 Census, the population of the tribals of Kerala is 2,69,356
which is 1.26 per cent of the total population. Two types of education are imparted
to the tribes of Kerala, viz., formal education for the children and informal
education for the adults. The backwardness of the tribals is attributed to many
causes and one of them is illiteracy. The non-tribals exploit the tribals by encouraging
them not to send their children to school. Some of the tribals, like Kurichyas
of Wynad, consider education a sin. Being the "Namboodiris of the forest"
they will not allow their children to mingle with other children and it is very
difficult to attract the Kurichya children to the tribal schools. So regarding
the literacy programme of the tribals, a through study about the Sociocultural
setting of the tribals is a pre-requisite. In this paper the discussion is confined
to the Attappady Tribes. Attappady is the only tribal block in Kerala which is
in the Mannarghat Taluk of Palghat District, and bounded by Nilgiris and Coimbatore
districts of Tamilnadu in the North and East respectively.
The three important tribes in this area according to 1971 cesus are Irulas (14,852)
Mudugar (2,370) and Kurumbas (790). It seems that in the Census reports, Mudugas
of Attappady are enumerated along with Muthuvans of Devicolam (Muthuvan, Mudugar
of Muduvan 7,972 1971 Census). The Kurumbas of Attappady are not all enumated
separately in 1971 Census. We do not know whether they are enumerated along with
Kurumans (15,116) and the Kurumbas (1,319) of Malabar district. The populations
of Malabar district. The populations of Mudugar (2370) and Kurumbas (790) given
here are collected from other sources. In the Attappady area 63 per cent of the
total population are tribals. Irulas are the most populated community among the
tribals in the Attappady area and they occupy 80 hamlets out of the total 116
hamlets. They are the most advanced group among the tribals of Attappady. Unlike
the Kurumbas, most of the Irulas have changed to plough cultivation from the traditional
shifting cultivation. The head of the group is called 'uuru muuppan'. Mudugas,
the second largest tribal community in the Attappady area are mainly agricultural
labourers. Their other occupations are collection of firewood, honey hunting and
fishing with hooks and small nets etc. They habitate 22 hamlets of Attappady.
Kurumbas are the most backward and smallest tribal they are against plough cultivation
and believe like the Malamuttans of Nilambur forest that plouging the land would
injure the mother earth. They are good basket makers.
Mudugas
and Kurumbas have the same type of Social structure. They have the head called
'Munppan' and the two assistants of Munppan are called 'Kurutala and Bandari'
Mannuukkaaran is the priest and physician. It is he who inaugurates the sowing
ad reaping. He chants the mantras and sows the seed. In the fourth day of this
ceremony all of them sow the seed. Polluted persons are prohibited to pass through
that area. Even though they have separate land for cultivation, they help each
other. They believe that if they cultivate become barren.
Only from this background, we can discuss about the textbook preparation for te
tribals, Irulas, Mudugas and Kurumbas. It is noted that these are some superstitions
among the tribals regarding cultivation. At first, instead of going their views,
we have to agree with them by appreciating their world view. It is necessary that
we should include in the textbook, a lesson on their beliefs. It can be compared
with tat of the non-tribals also. The merits and demerits can also be explained
without hurting their sentiments. This area is very delicate since the tribal
beliefs are very much deep whether the Mudugas are ready to give up their traditional
custom of receiving bride price. He said that is was deeply rooted in the tribal
culture. The informant himself had worked for four years for his father-in-law
because he did not have money to pay the brideprice. This practice (marriage by
service) is still prevalent among the three tribal communities of Attappady.
The functional literacy porgramme should aim at literacy by teaching them their
economic activities and also those subjects which are to their interest. The syllabus
for this porgrammes should be connected very closely with their daily life. Sometimes
functional literacy porgrammes are conducted for industrial workers, agricultural
labourers, food gathers and hunters. However the main aim is to make them literate
for their economic development. They should learn their occupation in their own
tribal dialect.
An understanding about the agricultural
implements like kundali (hoe), crowbars used for digging roots, tubers etc., can
be included in the curriculum. The economy of tribal community is generally related
to their religion and beliefs. Introduction of the intimate topics and stories
of human interest among the tribals in the text books will have an immediate impact
in the minds of the tribals. An outline of the text book is suggested below.
I.
The following points are our important goals
a) To
make the tribals feel that they are citizens of India like other people living
in different parts of India ;
b) to make them feel that
they should root out those superstitions which stand in the way of their progress
;
c) to make them feel that their culture is no way inferior
to any other culture ; and
d) to encourage them to preserve
their good qualities and practices. It must be left to them to decide whether
a practicular practice should be retained or abandoned. Our aim should be to give
them an education which could help them to distinguish between good practice and
bad practice.
II. The following are some of the topics
to be included in the textbook
Tribals, the difference
between tribals and non-tribals, their dress, food habits, habitation, population
etc. The advantagesof living in the forest ;the role of forest in the progress
of our country; huts in the forest ; how can he construction of huts be improved
by usingthe raw materials available in the forest wild animals, birds and trees
; cleanliness and diseases, how to cook better foods by using the food stuffs
available in the forest and their advantages ; nutritious food ; alcoholism and
its bad effects, various seasons and how they affect human life, agriculture,
different crops ; how can we improve techniques, arithmetic which will be useful
for their daily life ; how to save money for future ; family budget ; tribal arts,
its importance, dance and music of non-tribals ; folk tales and songs ; cottage
industries ; India and Kerala ; political divisions ; languages ; five-year plans
etc. Life sketches of tribal and non-tribal leaders.
III.
Textbooks
Each lasson in the textbook can be framed as follows :
LESSON
1
(IRULAS MUDUGAS)
The points includedin this
lesson are, the distribution of Kurumbas, population, other tribes in Attappady,
their relation of Kurumba, other non-tribals in the area, the differences between
tribals and non-tribals etc.
The important sentence in
the lesson will be like a slogan 'We Kurumbas, Irulas and Mudugas and the other
non-tribals in Attappady are the citizens of India'.
Teacher
aid : About the kurumba language, pronunciation. and sentence construction in
the lesson, word meanings in Malayalams
Exercise : Ask
them to talk more about the point discussed in the lesson in their own language.
Questions and answers.
LESSON II
(A lesson to teach
Arithmetic)
Revision of the previous lesson. Numbers, prices
of available things in their area, addition and subtraction, problems.
The number of lessons and the number of hours should be equal so that the student
will have a satisfaction that they have completed one lesson in a day. The same
subject can be dealt with in more than one lesson.