Engaging with ‘Caste’
Curriculum, Pedagogy and Reception
Bibliographic Data
| ID | 13016153 |
|---|---|
| Authors | Devika Mittal (0000-0001-9039-4207, Centre for Development Economics, corresponding author) |
| Year | 2020 |
| Volume | 8 |
| Issue | 1 |
| Pages | 101-110 |
| Publication date | 2020-06-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Space and Culture India (JOURNAL) |
| Journal identifiers | ISSN: 2052-8396 • E-ISSN: 2052-8396 |
| Publisher | ACCB Publishing (PUBLISHER • GB) |
| DOI | 10.20896/saci.v8i1.615 |
| OpenAlex | W3038872676 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers
Caste · Curriculum · Pedagogy · Political science · Social justice · Social science · Sociology · Education and Critical Thinking Development · Gender Studies · Indian History and Philosophy · Law · Peace and Human Rights Education
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |