Teaching Social Justice: A Pedagogic Turn Necessary in India

Abstract

Drawing on two distinct works written in diverse contexts, this write-up problematizes the stigmatization of caste-based reservations in India. Paulo Freire’s visions in his influential text, ‘Pedagogy of the Oppressed,’ particularly his concept of dialogical teaching, serves as an analytical framework to develop a perspective aimed at destigmatizing reservations. Instead of delving into educational strategies and techniques, the commentary attempts to unravel the political dimension of teaching social justice. I argue for a pedagogic shift in India to legitimize affirmative actions in policy and practice.