Is the push for foundational numeracy and literacy pro-poor?
Hindustan TimesThe National Education Policy in 2020 prioritises the attainment of foundational literacy and numeracy for all children as an “urgent national mission”. Despite the rhetoric of “FLN for all”, the push for attaining these basic skills is almost exclusively directed at children from rural and marginalised communities who have historically received a substandard education. Despite the rhetoric around FLN ushering in quality learning, a singular focus on its mastery oftentimes results in decontextualised mathematical learning and reading without critical engagement. Culturally responsive teaching, which strives to make learning relevant to the lived realities of children, and critical mathematics education, which teaches math as a tool to critically read the world, are among several approaches widely sought after by schools worldwide. Centring the education of children in rural and marginalised communities narrowly around mastery of FLN reinforces outdated, rote, and decontextualised forms of learning.