Critical Perspectives on the Denial of Caste in Educational Debate

Key themes

The Denial of Caste in Education

This is the central theme, exploring how caste, as a fundamental category of social organization and oppression, has been systematically ignored or actively suppressed within educational discourse, policy, and curriculum theory. The book argues that this denial is not accidental but a deliberate epistemic choice, often rooted in Eurocentric frameworks that fail to recognize or validate non-Western forms of social stratification and injustice.

Eurocentrism and Epistemic Injustice

The book critically examines how Eurocentric educational epistemologies have shaped curriculum theory and practice, leading to a narrow understanding of social justice and a denial of caste. It argues that these frameworks perpetuate epistemic injustice by privileging Western knowledge systems while marginalizing or invalidating non-Western experiences and forms of oppression like caste. This theme underscores the need to challenge the universality of Western thought in education.

Itinerant Curriculum Theory and Critical Dalit Educational Theory

This theme introduces and develops the book's core theoretical contribution: an 'itinerant curriculum theory.' This theory is presented as an alternative to derivative, Eurocentric models, advocating for a curriculum reason that is mobile, responsive, and emerges from specific contexts of struggle and oppression. It serves as a pathway towards the emergence of a 'critical Dalit educational theory,' which explicitly centers the experiences and perspectives of Dalit communities to challenge caste-based injustice and envision truly emancipatory education.

Worth discussing

How does the book argue that Eurocentric educational epistemologies contribute to the denial of caste, and what are the implications for global education?