Textual analysis reveals ecopedagogical frameworks in Mahasweta Devi’s novel, highlighting Indigenous ethics of reciprocity as models for planetary justice.
Key Points
Investigate how Mahasweta Devi's novel The Book of the Hunter functions as a decolonial, multispecies pedagogy to address planetary justice and ecological limits.
Conducted a literary and theoretical analysis of Mahasweta Devi's novel The Book of the Hunter.
Integrated frameworks of Freirean ecopedagogy, common-worlds learning, Indigenous land-based pedagogy, and Boaventura de Sousa Santos’s concept of the abyssal line.
Demonstrated that the narrative constructs the forest as an active pedagogical site and living curriculum where dwelling and ecological knowledge production converge.
Showed that Shabar Indigenous epistemologies and cyclical forest temporalities challenge colonial-modern development systems through ethics of restraint and reciprocity.