The Educator’s Vulnerability

Systemic Oppression From an Indian Frame of Reference

Bibliographic Data

ID20179268
AuthorsHaseena Abdulla (Private Practice, Manipal, India, corresponding author)
Year2023
Volume53
Issue4
Pages341-356
Publication date2023-10-02
Open AccessNo
TypeARTICLE
VenueTransactional Analysis Journal (JOURNAL)
Journal identifiersISSN: 0362-1537 • E-ISSN: 2329-5244
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03621537.2023.2251843
OpenAlexW4387659730
LanguageEN
References cited21

The author explores the impact of the Indian Cultural Parent on education in India, particularly the possible impact on transactional analysis (TA) training through the experience of both trainers and trainees. The article touches on the author’s personal exploration and considers relevant philosophical ideas and political systems and systemic processes. She aims to understand the educator’s role through the experience in the Indian cultural context of having a rich heritage with ancestral influences that contribute to academic rigidity and a dogmatic approach. She asks from a systemic perspective what influences academic rigidity in the Indian TA community and what unconscious process has been part of the Indian psyche for the TA educator. Instances are given of issues that inhibit the educator’s flexibility unconsciously and the learner’s culture shock experiences that can result in chaos and confusion. The article concludes with a perspective on the learning space using Cupsa’s stages of change, which learners and educators can contribute to in the process of becoming

Oppression · Pedagogy · Political science · Politics · Sociology · Transactional analysis · Law · Personality Disorders and Psychopathology · Psychology · Psychotherapy Techniques and Applications · Social Psychology · Transactional Analysis in Psychotherapy

Tools

Open DOI