Representing caste in the classroom: Perils, pitfalls and potential insight

Kent, Eliza F.

doi:10.1163/1570068054922849

Cited by 4 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…1 As we will see, Majumdar also points to the United States as susceptible to a similar risk. Majumdar's and Mishra's suspicions of the proneness of Indian students to committing caste discrimination are shared by fellow academics (Kent 2005). The students in question would likely be unable to refute the claims being made about them because they are socialized within an educational milieu which teaches the account of India as a society marked by caste oppression, while the same views of India are dominant in their destination countries (see Rosser 2001, for the United States).…”

Section: Imagining Victims and Perpetratorsmentioning

confidence: 99%

Caste studies today: Imaginary victims and perpetrators

Shah

2023

OSLS

View full text Add to dashboard Cite

Starting with an individual report in a leading British periodical of higher education, this article fans outwards to show how the contemporary field of caste studies reflects the degeneracy of its methods and claims. Rather than producing knowledge about India and the so-called caste system, caste studies has worked itself into a corner by creating a set of imagined victims and perpetrators of caste oppression, atrocities, violence and discrimination, and by making unsustainable claims on legal systems and other institutions. The manifold and insurmountable problems of contemporary caste studies include its basis in the European framework for the study of India founded upon Christian theological claims, the carry-over of this account into the secularised humanities and social sciences, and its engagement in corrupted academic practices of the kind that typify grievance studies today. That an alternative account exists in the form of the research programme of SN Balagangadhara, which inspires the articles in this special issue, is good reason for rethinking and revision of the field.

show abstract

Section: Imagining Victims and Perpetratorsmentioning

confidence: 99%

Caste studies today: Imaginary victims and perpetrators

Shah

2023

OSLS

View full text Add to dashboard Cite

show abstract

“…Hanna and Linden (2009) study about the caste discrimination in the classrooms in India and find the evidence that teachers discriminate against low caste children in grading exams. Among the lower caste groups, Dalit and Tribal students have experienced intensified humiliation, segregation, derogatory comments and academic harassment (Sukumar, 2008).Deriving the reference of India regarding the attitude of upper-caste people, Kent (2005) argues that people from upper-caste groups are more likely to claim that caste discrimination no longer exists in India, while members of low-caste groups know from experience that it does. Not only in India, caste-based discrimination is strongly recognized in Nepal that has excluded Dalits from educational as well as socio-economic opportunities (Devkota&Bagale, 2014).…”

Section: Caste Microaggressionsand Nepali Classroomsmentioning

confidence: 99%

Caste Microaggression: A Barrier to Lower Affective Filter and to Promote Inclusivityin the Classroom

Chaulagain¹

2021

Int. Res. Jnl. MMC

View full text Add to dashboard Cite

This article explores the impact of caste microaggressions in classroom activitiesin the countries like Nepal. It focuses on the study of how caste microaggressions are barriers to lower affective filter and promote inclusivity in the classroom. This is a review article based on qualitative research in which the ideas are derived from different secondary sources and are arranged to support how lower-caste students are the victim of caste microaggressions in Nepali society. This article shows that the students of lower-caste families, especially the Dalits, are greatly victimized by discriminatory activities in the schools of rural areas of Nepal. To promote inclusivity and to encourage lower-caste children in learning activities, it is essential to avoid caste microaggression and to emotionally engage such students in classroom activities that have to be initiated by the teachers primarily.

show abstract

Dissimulating on Caste in British Law

Shah

2017

Western Foundations of the Caste System

View full text Add to dashboard Cite

Representing caste in the classroom: Perils, pitfalls and potential insight

Cited by 4 publications

References 6 publications

Caste studies today: Imaginary victims and perpetrators

Caste studies today: Imaginary victims and perpetrators

Caste Microaggression: A Barrier to Lower Affective Filter and to Promote Inclusivityin the Classroom

Dissimulating on Caste in British Law

Contact Info

Product

Resources

About