Cultures of Learning: Mapping the New Spaces of Critical Pedagogy in India

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Foreword
	References
Acknowledgements
Introduction: In Search of Critical Pedagogy
	Overview of Chapters
	Notes
	References
Part I: Place of Learning in Critical Pedagogy
	Chapter 1: Recounting Critical Pedagogy and the Culture of Learning
		Towards Revisiting Critical Pedagogy
		Recounting the Culture of Learning
		Notes
		References
Part II: Vocation of Teaching: Reflection on the Pedagogic Journey
	Chapter 2: Teaching, Learning and Thinking in Contemporary Times: A Conversation with Avijit Pathak
		Introduction
		The Conversation
		The Conversation
		Acknowledgements
	Chapter 3: A Gender Perspective as Critical Pedagogy: Reflections on a Research Course
		The Course: Gender and Education
		Learning Gender: The Family and Early Educational Journeys
		In JNU: Culture and Pedagogy
		Taking the Gender and Education Course
		Doing Gender and Education
		Perspectives and Praxis: Professional and Personal Pathways
		Notes
		References
			Movies
	Chapter 4: Why Critical Pedagogy Matters in History Classrooms?: Challenges of Undergraduate Teaching in Delhi University
		Introduction
			Disciplinary History versus Public History: History of “History Education” in India
			Public History and Anti-Colonialism
			The Disciplinary History and its Professionalisation in India
			The Difficulties with Medieval History
			The Uncertainties of Modern Period
			History in Delhi University Classrooms
			Why Critical Pedagogy?
		Acknowledgement
		Notes
		References
Part III: Transgressing Boundaries: Politics, Pedagogy, Ethics
	Chapter 5: “Casting” Mentors: Critical Pedagogy and Caste-Categories in Indian Higher Education
		Critical Pedagogy and the Markers of Identity
		Mentoring and Mainstreaming: The Question of Inclusion
		Caste and Cultural Capital of the General Category
		Notes
		References
	Chapter 6: Alienation as Freedom: The Dalit Vagabonds
		Introduction: Examining Dalit Heterogeneity
			Modern Individual and Hindu Society
			The JNU Case
			The Vagabond Dalit-Self
				Freedom versus Responsibility
				Understanding the Vagabond Dalit-Self
			The Critics of Vagabond Dalit
			The Brahmanical Public Sphere
		Conclusion: The Rationale Behind the Dalits’ Mimicry of the Middle-Class Social Elites
		Notes
		References
	Chapter 7: Dalit Assertions and Critical Pedagogy: Learning from Dalit Students’ Struggles in University
		Introduction
		The Platform for Critical Thinking and Collective Action: The Emergence of DABMSA as an Alternative Force
		Democratising Classroom: Introducing and Teaching Dalit Studies at University
		Responding to the Democratic Demands of People from the University
		Questioning the Brahmanical Hegemony and Democratising the Campus Space
		Celebration of Asura Week: Invoking Cultural Resistance to Brahmanical Hegemony
		Installation of Portraits of Anti-Caste Thinkers; A Step towards Democratisation of Campus Space
		Voicing the Oppressed: An Initiative of Dalit Camera from the University
		Conclusion
		Notes
		References
Part IV: Tensions In and Out of Classroom: Adaption, Integration and Coercion
	Chapter 8: Storytelling for a Critical Literacy in Primary School
		Critical Literacy with Young Children
		Stories and Critical Literacy
		Literacy and Educational Policies
		Critical Pedagogy and the Idea of Difference
		Exploratory Talk Around Stories
		Conclusion
		References
	Chapter 9: Technology in Education: Critical Reflections
		Introduction
		Technology and Critical Theory
		Technology in Schools
		Place of Technology in Teaching and Learning
		Technology and the Question of Appropriate Knowledge
		Communicating through Technological Medium
		The Future of Education and Technology
		Conclusion
		Notes
		References
	Chapter 10: Decoding the Hijab Ban: Student Resistance and Pedagogical Possibilities in Contemporary India
		Introduction
		Contextualising the Hijab Ban
		Muslim Women Challenging Hindutva: Acts of Resistance and Resilience
		Education and Resistance: The Pedagogical Potential
		Concluding Reflections
		Acknowledgement
		Notes
		References
Part V: Politics/Pedagogy: Students, Youth Mobilisation and Subaltern Resistance
	Chapter 11: Student: Politics or Pedagogy
		Proposition I: Student is Student of the Problem
		On Pakistan
		On the Question of Caste
		Proposition III: JNU Pedagogues under JNUTA Superseded Students’ Political Thinking and Students Political Activism in Feb and March 2016
		Proposition IV: Osmania University Students and Professors Engage Politics and Pedagogy Equally
		Thought: Not to Conclude But to Begin
		Notes
		References
			Acronyms
	Chapter 12: Digital Activism: Political Mobilisation of Youth in Uttarakhand, North India
		Introduction
		Social Movements and Youth
		Digital Activism and Youth
		Youth and Social Movements: Region in Perspective
		New Directions in Regional Social Movements: Case of Hashtag “Uttarakhand Mange Bhu/Bhoo Kannon” and Hashtag “Gairsain”
		Social Media Engagement: The Missing Agency
		Notes
		References
	Chapter 13: Pedagogy of Critical Resistance: Learning from the Subaltern Protest
		Towards Resistance Pedagogy
		Resistance Narratives in the Movements
		Strategies to Devise Resistance
		Social Learning from the Environmental Movement
		From Protest to Critical Resistance
		Conclusion
		Note
		References
Index