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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 0000-0002-9043-7825), Debjani Sengupta
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
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  Data: Pedagogic Insularities and Fragmented Identities: Reconsidering Worldly Humanism in Indian Higher Education
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  Data: <searchLink fieldCode="SO" term="%22Globalisation%2C+Societies+and+Education%22"><i>Globalisation, Societies and Education</i></searchLink>. 2025 23(5):1143-1148.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Humanism%22">Humanism</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Anti+Intellectualism%22">Anti Intellectualism</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
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  Data: 10.1080/14767724.2024.2437798
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  Data: 1476-7724<br />1476-7732
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  Data: 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.
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      – SubjectFull: Humanism
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      – SubjectFull: Politics of Education
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      – SubjectFull: Anti Intellectualism
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      – SubjectFull: Decolonization
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      – SubjectFull: India
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