{"title":"社会正义教学:印度有必要进行教学转向","authors":"Arjun S. Mohan","doi":"10.1177/2455328x241251527","DOIUrl":null,"url":null,"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.","PeriodicalId":53196,"journal":{"name":"Contemporary Voice of Dalit","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching Social Justice: A Pedagogic Turn Necessary in India\",\"authors\":\"Arjun S. Mohan\",\"doi\":\"10.1177/2455328x241251527\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":53196,\"journal\":{\"name\":\"Contemporary Voice of Dalit\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2024-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Voice of Dalit\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/2455328x241251527\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Voice of Dalit","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/2455328x241251527","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
Teaching Social Justice: A Pedagogic Turn Necessary in India
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.