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.
AmeerudheenT. A. (2017, November22). ‘Systematic exclusion’: Why Kerala’s schools and colleges have few Dalit teachers. Scroll.in. https://scroll.in/article/858606/systematic-exclusion-why-keralas-schools-and-colleges-have-few-dalit-teachers
2.
DHNS. (2015, February10). Congress demands reservation for upper caste poor. Deccan Herald. https://www.deccanherald.com/india/congress-demands-reservation-upper-caste-2153410
3.
FreireP. (1970). Pedagogy of the oppressed. Continuum.
4.
GoI. (2019). The Constitution (One Hundred and Twenty-fourth Amendment) Bill, 2019. Ministry of Law and Justice.
5.
GoI. (2023). The Constitution (One Hundred and Sixth Amendment) Bill, 2023. Ministry of Law and Justice. https://egazette.gov.in/WriteReadData/2023/249053.pdf
6.
GudavarthyA. (2012). Can we de-stigmatise reservations in India?Economic & Political Weekly, 47(6), 55–62. https://www.epw.in/journal/2012/06/special-articles/can-we-de-stigmatise-reservations-india.html
7.
GudavarthyA. (2018). India after Modi. Bloomsbury.
8.
HarsheyS. (2018, June14). Jats, Marathas, and Patels want quotas, but do they need them?Economic & Political Weekly. https://www.epw.in/engage/article/jats-patels-and-marathas-want-quotas-but-do-they-deserve-them
9.
HassanM. T., & PandyaD. (2022, December31). Why EWS reservation defeats the purpose of reservation. The Leaflet. https://theleaflet.in/why-ews-reservation-defeats-the-purpose-of-reservation/
10.
KhanK. (2022, November18). EWS quota: Why poverty alone can’t be a basis for reservation. The Wire. https://thewire.in/rights/ews-quota-poverty-reservation
11.
MayoP. (1999). Gramsci, Freire and adult education: Possibilities for transformative action. Palgrave Macmillan.
12.
PaiS., & KumarS. (2023). Maya, Modi, Azad: Dalit politics in the time of Hindutva. HarperCollins.
13.
PrasadA. (2022, March). Constitutional Validity in the economically weaker section reservation. School of Gandhian Thought and Development Studies, MG University.
14.
SenA. (1999). Development as freedom. Oxford University Press.
15.
SharmaK. (2018, July27). Nearly 57% of India’s teaching faculty belong to general category, STs least represented. The Print. https://theprint.in/india/governance/57-of-indias-teaching-faculty-belong-to-general-category-sts-least-represented/89546/
16.
TeriD. (2023, September26). JNU hires professors from ST category for first time in largest recruitment spree. The Indian Express. https://indianexpress.com/article/education/jnu-hires-professors-from-st-category-for-first-time-in-largest-recruitment-spree-8956814/
17.
ThoratS., TagadeN., & NaikA. K. (2016). Prejudice against reservation policies: How and why?Economic & Political Weekly, 51(8), 61–69. https://www.epw.in/system/files/pdf/2016_51/8/Prejudice_against_Reservation_Policies_0.pdf
18.
YoungI. M. (2008). Structural injustice and the politics of difference. In CraigG., BurchardtT. & GordonD. (Eds.), Social justice and public policy: Seeking fairness in diverse societies (pp. 77–104). Policy Press.
