Feminist Pedagogy and Peer Relations in Women’s Studies Classrooms: Reflections on Caste Inequalities in Indian Higher Education
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Abstract
This article attempts to explore the nature of peer relations across caste locations in higher education in the Indian context and the possibilities of pedagogical intervention in caste inequalities in the classroom. Much of the discussion around caste in Indian higher education has been limited to questions of access of marginalised caste groups alone, without taking account of the terms of this “inclusion” and the conditions of survival in higher education. With the shifts in the caste composition of students in recent decades, some reflections on the struggles of marginalised students have come forth, highlighting the extent to which the higher education system is ill-equipped to deal with a diverse student body. Based on a qualitative study of five degree programmes in women’s studies, the article discusses peer relations in the context of efforts of women’s studies teachers to intervene in the dynamics among students given the varying degrees of diversity in the classroom. Highlighting bitter divisions as well as attempts at solidarity among students across caste locations, it argues that addressing peer inequalities in the classroom must be part of feminist pedagogical work. Furthermore, these strategies must go beyond “enabling” marginalised students and equally directed towards questioning the privilege of dominant students, otherwise the classroom will not be enabling for the best of marginalised students.
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