Title: EGALITARIAN PEDAGOGY: REVIEWING ANDROCENTRISM IN INDIAN HIGH-SCHOOL EDUCATION
Authors: Kashish Singh
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Kashish Singh
Pathways School
MLA 8 Singh, Kashish. "EGALITARIAN PEDAGOGY: REVIEWING ANDROCENTRISM IN INDIAN HIGH-SCHOOL EDUCATION." Int. j. of Social Science and Economic Research, vol. 4, no. 10, Oct. 2019, pp. 6494-6499, ijsser.org/more2019.php?id=501. Accessed Oct. 2019.
APA Singh, K. (2019, October). EGALITARIAN PEDAGOGY: REVIEWING ANDROCENTRISM IN INDIAN HIGH-SCHOOL EDUCATION. Int. j. of Social Science and Economic Research, 4(10), 6494-6499. Retrieved from ijsser.org/more2019.php?id=501
Chicago Singh, Kashish. "EGALITARIAN PEDAGOGY: REVIEWING ANDROCENTRISM IN INDIAN HIGH-SCHOOL EDUCATION." Int. j. of Social Science and Economic Research 4, no. 10 (October 2019), 6494-6499. Accessed October, 2019. ijsser.org/more2019.php?id=501.
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Abstract: This paper looks to bridge existing gaps by providing an objective review of different instances
of sexist content, pedagogy, and learning styles in the Indian high-school education, to lastly
attempt at thinking of what it means to have an equal, or egalitarian pedagogy - is it possible to
think of writings and methods of teaching that are gender-neutral, gender-equal, or at the very
least, accessible to people of different gender identities? The paper reviews representations of
class, race, and gender in textbooks, and tries to find patterns in a well considered and thoughtful
form. Moreover, the paper looks at existing studies by organizations such as Feminism in India
(FII) of South Asian textbooks including those in India, and the androcentric representations in
them, to try and identify the causes of such discriminatory forms of representations and what
societal norms are being propagated in the form of an education, where most students consider
what is written in textbooks as true beyond all doubt, thus influencing their mindset and ideology
at a key stage of their growth and intellectual development, and specifically at a key transition
phase of high-school. The paper further moves beyond mere considerations of gender to look at
class and race in the lens of intersectionality.
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