Reflexive Praxis in University Classrooms in India: A Case Study

Title

Reflexive Praxis in University Classrooms in India: A Case Study

Creator

Jain, Nikita; Panda, Minati

Description

This article presents the case study of a university teacher's journey focusing on struggles he faced in the personal and professional space during his teaching career that shaped his pedagogic practices. Bourdieu's structural parameters and Engstr's (1987) theory of expansive learning provided analytical concepts, including reflexivity, to study the pedagogical praxis of this teacher. The analysis of data collected using the biographical narrative interviewing method, classroom observation, and autobiographical writings of the teacher reveals that as he questions his social positioning, academic "field," and intellectual bias, he experiences conflicts and tensions that arise from several disruptions resulting in pain and frustrations at one level and at another level shaping his desire and the ability to engage critically and historically with the processes and outcomes of personal and pedagogic interrogations. He realizes that there is no "A" algorithm for developing reflexivity. It takes a lifetime for a teacher to build a reflexive praxis. 2025 Common Ground Research Networks. All rights reserved.

Source

International Journal of Pedagogy and Curriculum;Volume;32;Issue;2;pp.21-38

Date

01-01-2025

Publisher

Common Ground Research Networks

Subject

Academic Field; Higher Education; Intellectual Bias; Reflexive Pedagogy; Social Position

Coverage

Jain N., Department of Psychology, Christ University, Karnataka, Bengaluru, India; Panda M., Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, Delhi, India

Rights

Restricted Access; Hardcopy may be available in the library

Relation

ISSN: 23277963;

Format

online

Language

English

Type

Article

Identifier

https://doi.org/10.18848/2327-7963/CGP/v32i02/21-38

https://www.scopus.com/pages/publications/85217021633?origin=resultslist