Bodies and Publics in Two Discourses

Kirloskar-Steinbach, Monika

doi:10.17899/on_ed.2020.7.4

Cited by 2 publications

(2 citation statements)

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“…The 20th-century anti-colonial struggle for India's independence missed making any real epistemic connection with anti-caste discourses. Hence, the path that India took in adopting modern education carried with it a constituted coloniality in which the hierarchical and hegemonic character of Brahmanical power remained central (Batra 2020a). Within this colonial-feudal nexus, the most privileged, largely upper-caste Indians, reaped most of the benefits of the modern system of education.…”

Section: Envisioning Curriculum Rooted In Equality Social Justice and Gender Justicementioning

confidence: 99%

“…Issues arising out of a deeply hierarchical, caste-based society that Ambedkar (and several others before him) had fought against, along with those thrown up by an alienating colonial curriculum, failed to attract mainstream academic and policy engagement. Concerns of equality and social justice remained peripheral to the curricular discourse, especially as the first education policy of independent India ignored some of the most critical recommendations of the National Education Commission (GoI 1966) towards this aim (Batra 2020a).…”

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confidence: 99%

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Re-imagining curriculum in India: Charting a path beyond the pandemic

Batra

2020

Prospects

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The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and educational inequalities that the disadvantaged face in India. Curriculum is ordinarily viewed as a tool for regulating and adapting modern educational systems to society’s needs and trends. But most governments have been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter – accentuated by educational inequality and institutionalised via neoliberal reforms. The current pandemic compels us to examine the meanings and purposes of education from a socio-historical perspective, to understand how questions of equity and justice, rooted in India’s Constitution, can be woven into curricula and pedagogic approaches. This article reflects on the role that curriculum can play in enabling an ecologically and socially just and connected world. This curricular response includes cognising the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education spaces and sustain epistemic justice.

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Section: Envisioning Curriculum Rooted In Equality Social Justice and Gender Justicementioning

confidence: 99%

mentioning

confidence: 99%