Maharshi Arvind Vidya Mandir Varishth Madhyamik Vidyalaya

I passed out my High School in 2017 from here.
All the faculties of the school are very supportive.
Rules and regulations of this school,
make student punctual. Here you get
best labs for the experiment.

Nice school 🎒

I am Student in this school.
I love it.
There is very strict rules.
💓💓💓💓💓

Best school in kasia

Teaching is central to the whole Hindu nationalist enterprise. At its core, the RSS (Rashtriya Swayamsevak Sangh, lit. ‘National Volunteers Organization’) itself, with its own shikshaks and bauddhiks (teachers, intellectual sessions) in neighborhood shakhas (branches) defines its noiseless but assiduous method as a long-term strategy of ‘going to classes rather than to the masses’. Many RSS affiliates too, on different fronts – religious, tribal, etc. – see themselves as involved in teaching important truths, in reshaping the minds of specific target audiences.

After the 1948-49 ban and the general backlash against the RSS following the Mahatma’s assassination, many swayamsevaks entered the safer, more effective field of school education and under discreet regional labels, developed a private-schools network. This schooling strategy has mostly received only passing mention [1] in the substantial work on Hindu nationalism and the RSS family of organizations (the Sangh Parivar) by Indian and international scholars. RSS educational action and materials use Hindi more than English, the case with the scholars being vice versa. Also, many academics, like the politicians, have been more occupied with questions of ‘culture and identity’ than with mundane matters of health, education, food, water, fuel energy and transport (they have all this).

At the time the idea of RSS schools took off, the constitution-makers had been through considerable argument about educational choices for the new nation, notably the challenge of exorcizing the Mahatma’s ghost and disengaging themselves from his Basic Education (Nai Taleem) plan for Indian schools, based on productive manual work and economic autonomy of the school, a repugnant prospect for the upper-caste elites. In the end, what the national leadership and Constituent Assembly solemnly affirmed, after examining various Western models, was the ideal of a Common School system, with a promise of universal and free primary education for all within ten years. Of course, such an affirmation did not rid the country of the elite’s own priorities, and their indifference to those of the masses. Gandhian, Soviet or post-war French models notwithstanding, any challenge to exclusive private education for the few seemed out of the question. In the name of established traditions of community initiatives (founding a school was a good deed), guaranteeing spaces and institutions to minority cultures after the trauma of partition, indeed the inadequacy of public resources allocated to schooling, the expansion of private education (though in English) was presented as simply supplementing state schooling (in the ‘mother tongue’). The bureaucracy also carved out for itself a privileged space within public education, with the Central Schools (mostly English) network across India, justified by their transferable All-India status (education was on the States List), the Armed forces and several other corporate institutions preserved their own educational enclaves. Gradually moving away from grand declarations, the public educational discourse and system were adjusted to social hierarchies, and ‘Model’ schools, ‘Navodaya’ schools, etc. continued marking themselves off from a neglected general category, always in the name of identifying ‘merit’ and promoting excellence.

The Central Schools were an example of a typical ‘controlled-imitation’ of British norms and values. Trapped in competitions with dominant rules, one is condemned only to make copies of originals. One saw the same navy-blue and maroon school blazers, the steel-grey or Khaki trousers (though striped neckties were ostensibly rejected by state schools [2]). Quite like the Deans, Provosts, and Proctors of Indian universities, there were the House Masters, Prefects and Monitors in Central schools, though with a proud Indian newness to their names: Ashoka, Shivaji, Tagore and Raman.

Nice school 🎒🎒🎒🎒
Sir send your no.

Good school and helpfull staff

Amzing Experience ❤🚩🚩

My school

I like this collage because this collage look is so good and it is clean and clear school..............

Good

M1 11th😘💪🏻

Super clean and very long school behind NH27

Nice school we'll teachers

Super

The best school 🏫 of this district.....

Best school good place

Very good and nice school

Beautifully

This school has amazing power to teaching

Fakruddin Ansari