Word, Books, and the World: Towards an Anti-caste Pedagogy

Abstract

The reservation policy in India claims to address caste discrimination by promoting equality through economic and educational opportunities. Equal opportunities, however, do not often translate into equality. Education remains one of the most prominent tools used to disseminate dominant ideologies and perpetuate oppression. Whether it is the Brahmanical control over Vedic knowledge or the colonial validation of English education as a superior form of knowledge, education inculcates among the oppressed the legitimacy of oppression. The traditional method of education suffers from what Paolo Freire calls ‘narration sickness’. In this form of imparting knowledge, there is usually a teacher who narrates/implants knowledge on the patient, silent, objectified students. This article argues that the challenges towards an egalitarian pedagogy emanate from the social identities rooted in caste that travel across the classrooms. By linking education with the nexus of networks of exclusion, this article aims to offer possible ways to achieve an alternative, emancipatory pedagogy.