社会正义教学:印度有必要进行教学转向

IF 0.3 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY Contemporary Voice of Dalit Pub Date : 2024-05-27 DOI:10.1177/2455328x241251527
Arjun S. Mohan
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引用次数: 0

摘要

这篇文章借鉴了在不同背景下撰写的两部不同作品,对印度基于种姓的保留意见的污名化提出了质疑。保罗-弗莱雷(Paulo Freire)在其影响深远的著作《被压迫者的教育学》中提出的观点,尤其是他的对话式教学概念,可作为一个分析框架,用于发展旨在消除保留意见污名化的观点。这篇评论没有深入探讨教育策略和技巧,而是试图揭示社会正义教学的政治维度。我主张在印度进行教学转变,使政策和实践中的平权行动合法化。
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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.
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Contemporary Voice of Dalit
Contemporary Voice of Dalit SOCIAL SCIENCES, INTERDISCIPLINARY-
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