This article explores critical pedagogy and political mobilization in India, suggesting implications for higher education and sociological legacy.
The political mobilization of Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC) in the late twentieth century and provisions for their entry into government service and higher education institutions inspired panic among some sociologists in India. They appealed to the discipline to protect its legacy, which was endangered by “subpar” students. This article locates Sharmila Rege and Sasheej Hegde’s sympathetic proposals for critical pedagogy in this context. It undertakes a comparative reading of their respective conceptions of the links among knowledge, pedagogy, and research. The article interprets their proposals for pedagogy as practices of care. It also teases out certain themes—said and unsaid—that have occupied considerations about critical pedagogy for orienting further reflection.
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Sujay Mungekar (2023) studied this question.
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