Pedagogic Insularities and Fragmented Identities: Reconsidering Worldly Humanism in Indian Higher Education
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| Title: | Pedagogic Insularities and Fragmented Identities: Reconsidering Worldly Humanism in Indian Higher Education |
|---|---|
| Language: | English |
| Authors: | Avishek Ray (ORCID |
| Source: | Globalisation, Societies and Education. 2025 23(5):1143-1148. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Humanism, Ideology, Critical Thinking, Ethics, Cultural Awareness, Politics of Education, Anti Intellectualism, Decolonization, Educational History |
| Geographic Terms: | India |
| DOI: | 10.1080/14767724.2024.2437798 |
| ISSN: | 1476-7724 1476-7732 |
| Abstract: | Amid the increasing bureaucratisation of Indian universities, this article examines the evolving pedagogical implications, including the challenges of syllabus design and the growing bureaucratic interference in classroom practices. Drawing on Edward Said's notion of humanism, it interrogates the concept of the 'differentiated human' -- fragmented and discrete identities that lack common ground for meaningful dialogue, a phenomenon that is deeply embedded in the postcolonial Indian context. The article delves into the feasibility of a 'humanist pedagogy' by posing critical questions: Are the humanist agenda and the effort to foreground local identities inherently incompatible? Do they operate on fundamentally discrete and insular planes? Or is there a possibility of reconciling these two seemingly divergent projects? By addressing these issues, this paper explores the tensions and synergies between universalist humanist ideals and the specificity of localised identity politics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487985 |
| Database: | ERIC |
| Abstract: | Amid the increasing bureaucratisation of Indian universities, this article examines the evolving pedagogical implications, including the challenges of syllabus design and the growing bureaucratic interference in classroom practices. Drawing on Edward Said's notion of humanism, it interrogates the concept of the 'differentiated human' -- fragmented and discrete identities that lack common ground for meaningful dialogue, a phenomenon that is deeply embedded in the postcolonial Indian context. The article delves into the feasibility of a 'humanist pedagogy' by posing critical questions: Are the humanist agenda and the effort to foreground local identities inherently incompatible? Do they operate on fundamentally discrete and insular planes? Or is there a possibility of reconciling these two seemingly divergent projects? By addressing these issues, this paper explores the tensions and synergies between universalist humanist ideals and the specificity of localised identity politics. |
|---|---|
| ISSN: | 1476-7724 1476-7732 |
| DOI: | 10.1080/14767724.2024.2437798 |
