Teaching as a political act: The role of critical pedagogical practices and curriculum

Title

Teaching as a political act: The role of critical pedagogical practices and curriculum

Creator

Sinha C.

Description

The present paper is an inquiry into the role of the teacher in the context of the dominant Indian value system, an imposed curriculum and teacher-students interactions from the social psychological and critical interdisciplinary perspectives. The role of the school in the present modernist worldview is to frame and impart knowledge which may lead to economic growth. In this context, the role of the teacher is observed as being limited to a bearer of information rather than a leader who visualizes change and develops critical ability among students. Based on the theoretical framework of postformalism and collective/social identity, the current work argues that the role of the teacher is not limited to passively following and communicating mainstream values but involves constructing a new participative identity through critical pedagogical engagement and by acting as an active agent of social change. Institute for Research in Social Communication, Slovak Academy of Sciences.

Source

Human Affairs, Vol-26, No. 3, pp. 304-316.

Date

2016-01-01

Publisher

Walter de Gruyter GmbH

Subject

Critical pedagogy; Hidden curriculum; Identity; India; Teacher-student relationship

Coverage

Sinha C., Christ University, Hosur Road, Bangalore, 560029, Karnataka, India

Rights

All Open Access; Hybrid Gold Open Access

Relation

ISSN: 12103055

Format

Online

Language

English

Type

Article

Identifier

https://doi.org/10.1515/humaff-2016-0026

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