The article interlinks sociology and classrooms through the lens of teaching gender studies. It argues that to address the challenges of teaching gender studies to students of sociology at a university department, of a state university, it has to be placed within the complex terrain of classrooms. It states that while there is a discussion on the challenges of framing feminist pedagogy and teaching gender studies in India, there is inadequate engagement with the issue of; one, the changing nature of the classroom and its relevance and impact in the structuring of the disciplinary theories, methodologies and pedagogy and two, the challenges of operationalising feminist pedagogy within classrooms.

Fernandes Walter, et al., Displacement and Marginalisation in Andhra Pradesh and Telangana 1951–2010. NESRC Displacement Series6. North Eastern Social Science Research Centre, Guwahati and Laya Resource Centre, Visakhapatnam 2019, ₹700; $30; €25, 528 pp. (hardback). ISBN 978-81-938785-3-8.

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The article focuses on the challenges of interrogating privilege, so as to initiate a process of making classrooms space conducive to inclusive and collaborative learning. In doing so, it addresses three aspects of privilege; one, the need to make visible the ‘invisible’ presence of privilege and highlights the structures that renders it normalised and naturalised. Two, to emphasise the interrogation as a significant step towards democratising teaching and learning experience. Three, the necessity to reflect and document the pedagogical exercises essential to engage with privilege within the classrooms. The article using the autoethnographical method, places the ‘self’ at the core of interrogation and highlights the complexities of experience and the practice of self-reflexivity. In doing so the article makes an attempt to initiate a conversation on interrogation of one’s privilege as a pedagogical exercise.