Decolonising Education and Research: An Indianised Approach to Pedagogy

Abstract

Colonised approaches to education, especially in humanities and social sciences, have since Independence perpetuated dominant narratives, providing limited space for diverse knowledge systems and marginalising Indigenous cultures and communities. This research paper delves into the process of decolonising pedagogy within these disciplines, emphasising the need to dismantle Eurocentric approaches to learning. In pedagogy, language, in particular, is pivotal in shaping the linguistic competence of a learner. However, the approaches to teaching the same differ substantially from what is expected in the research environments. Therefore, it highlights the urgency to Indianise the existing colonial frameworks in academia. There is a pressing need to decolonise curriculum content, recognising the systematic exclusion of history, stories, and diverse experiences. By doing so, we can attempt to unchain these subjects from their colonial entanglements and embrace their potential for social change. Therefore, the current paper will address the prevailing issues in academia/research spaces and attempt to address the possible solutions for the same. Furthermore, decolonising teaching methodologies will help us engage critically with the above-stated concerns.  By implementing these transformative measures, we draw attention to the potential of humanities and social sciences as vehicles for decolonisation.

Keywords: Education, Language, Academia, Research, Pedagogy, Decolonisation