Challenging Caste-based Inequalities Through Pedagogy: A Case Study from India

Abstract

This article presents findings of the caste module of an intersectional pedagogical intervention to promote social justice within educational settings. The intervention focuses on cultivating an inclusive, learner-centred and participatory approach to address structural inequalities rooted in caste, gender and religion. The study was conducted across four undergraduate institutions in India. The research took place in four education institutes in two districts of Kerala, India, involving a total of 101 participants at the graduate level. The module in focus consists of systematically designed activities targeting different facets of caste discrimination prevalent in society, followed by structured discussions to assess their impact. The outcomes of the intervention underscore its success in enhancing participants’ understanding of the pervasive injustices stemming from caste-based hierarchies. This study contributes to the broader objective of fostering equality, inclusion and global citizenship by equipping students with the tools to engage with and challenge discriminatory discourses critically.