The Aga Khan University Institute for Educational Development (AKU-IED) recently organised a Kazim Bacchus Research Seminar (KBRS) on the topic Language, Class and Education: Deconstructing the Centre to Rethink Inclusivity. The session was conducted by Dr. Tayyaba Tamim, Dean of the School of Education, LUMS, Lahore. The session highlighted the underlying societal dilemma around language, where language is not primarily considered just a means of instruction but instead operates as a “capital," benefiting certain sections of society while depriving others. The session also highlighted that language may work as a tool for accessing opportunities that seem scarce for some, but in doing so, it may subtly contribute to the marginalisation of the have-nots.

Dr. Tayyaba began her discussion by emphasising on the role of English language as one of the factors contributing to marginalising the vulnerable sections of society. She further delved into the concept of “centre" and “periphery," indicating hierarchical structures of language, where English is considered the language of the influential—the centre—whereas other languages are considered the languages of common people. She also highlighted societal fantasies and tendencies to move toward “the centre," suggesting that acquiring English as a language may allow individuals to move up the social class and gain better access to opportunities. However, she questioned the authenticity and existence of this “centre" in the first place.

She also hinted at the tension between regional, local and English language, highlighting mixed opinions in policy arenas regarding the choice of language for both medium of instruction and official use. She further expressed concern about the general attitude of our policymakers, who focus more on considering English as the language of instruction while disregarding Urdu and other local languages.

As the session progressed, Dr. Tayyaba explained her work on inclusion as stemming from Amartya Sen's capability approach, distinguishing between functioning—what individuals have achieved, and capabilities—what individuals are capable of achieving. She further illustrated the concept using the example of a computer, where everyone may have access to computers, yet not everyone can benefit from it equally. She also expressed her view that inclusion means the absence of segregation and emphasized that the system must be proactive and responsive from the outset when exclusion is witnessed.

As the session moved towards conclusion, Dr. Tayyaba also shared responses from participants of her study who had experienced severe consequences due to their inability to speak English, in the form of limited opportunities both within and outside classrooms, teacher bias, disrespect, and in some cases, verbal and even physical abuse. She also highlighted how certain actions at a systemic level contribute to the active construction of a privileged centre, which may appear illusory to some.

Finally, she raised thought-provoking questions, including how education can be redefined and what we are preparing students for. She also discussed her institutional practices, where students are prepared for inclusivity. Regarding AI and its role in language enhancement and the potential to mitigate marginalization, she remained cautious and suggested that only language proficiency can lead to better utilization of these technologies, which may eventually help reduce such disparities.

Rapporteur

Muhammad Madni

MPhil Scholar - AKU-IED