The Feminist De-brahmanising Pedagogy of Writing

Abstract

Pedagogic practices are central to how feminists from the West and the subcontinent have envisaged the liberatory transformation of society. Feminist methods of teaching-learning emphasise making educational material accessible, the creation of communities of learners historically excluded from education, the re- education for educators and making learners independent and equipped to continue the process of learning. In the Indian context, feminist pedagogy is key to challenging and replacing the default patriarchal and Brahminic setting of academia that perpetuates exclusion even when it grants admission. Writing pedagogy, following feminist methods, is building step-by-step access to teaching-learning that makes academic reading and writing doable. In that, it is de-brahmanising academic writing from appearing to be mystically transmitted only to those born into the socio-cultural capital to receive it. Drawing from reports by observers and participants, this article demonstrates how a conscious pedagogy of writing reworks access to academic reading, writing and thinking to directly address issues of intersectional marginalisations of gender.