Critical perspectives on the denial of caste in educational debate : towards a non-derivative Dalit curriculum reason / edited by João M. Paraskeva

first published

Englisch

New York, NY : Routledge,, 2023

1 Online-Resource (xvi, 323 Seiten)

Erscheint auch als: Druck-Ausgabe- Critical perspectives on the denial of caste in educational debate. - London : Routledge, 2024. - xvi, 323 Seiten

978-1-003-15506-5 ebook

978-1-000-88239-1 electronic bk. : EPUB

978-1-000-88236-0 electronic bk. : PDF

Weitere Ausgaben: 978-0-367-72510-5 (Druckausgabe) hardback, 978-0-367-72511-2 (Druckausgabe) paperback

DOI: 10.4324/9781003155065

*Indien / Bildungswesen / Curriculum / Kaste / Dalit / Diskriminierung / Geschlecht / Bildungspolitik

*Indien / Curriculum / Dalit

*Dalits -- Education -- India ; Discrimination in education -- India ; Caste-based discrimination -- India ; Education -- Social aspects -- India

*EDUCATION / Philosophy & Social Aspects ; EDUCATION / Multicultural Education ; EDUCATION / Comparative

Online-Publikation / Online-publication

Dewey Dezimal-Klassifikation: 371.826/940954

bisacsh: EDU

bisacsh: EDU

bisacsh: EDU

Book Industry Communication: JNAM

This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory. Presenting comprehensive critical examination of caste as a category of domination and oppression in the colonial power matrix, chapters confront Eurocentric educational epistemologies which deny the existence and influence of caste. The book examines the impact of such silence in educational policy, praxis, and curriculum, and draws from leading scholars to illustrate the fluidity of power and oppression in the caste system. By challenging historical, cultural, and institutional origins of caste, and foregrounding perspectives from outside Western epistemological frameworks, the book pioneers a critical approach to integrating caste in educational debate to interrupt social and cognitive injustices. In so doing so, the volume advocates for an alternative non-derivative curriculum reason, through an itinerant curriculum theory as a path toward the emergence of a critical Dalit educational theory. As such, it makes a vital contribution for scholars and researchers looking to refine and enhance their knowledge of curriculum studies by highlighting the importance of theorizing caste in the role of education.

Nutzung mit Bibliotheksausweis der Staatsbibliothek zu Berlin oder nach Anmeldung beim FID Asien (Portal CrossAsia), FID Slawistik oder FID Internationale und interdisziplinäre Rechtsforschung

Temporär im Bestand der Staatsbibliothek

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