Fare esperienza di casta nell’istruzione superiore. Contesti educativi quotidiani e conflitti silenziati
DOI:
https://doi.org/10.6092/issn.1825-8670/19392Parole chiave:
Higher education, Dalit-Bahujan, Caste, Language, MarginalizationAbstract
Questo articolo tratta dell’esperienza degli studenti Dalit-Bahujan (caste sociali oppresse) in un istituto di istruzione superiore in India. Esso si avvale di uno studio basato su interviste per esplorare le narrazioni degli studenti Dalit-Bahujan e per mappare la loro esperienza educativa prendendo come esempio la lingua di insegnamento. Questa esplorazione mira a contribuire a una comprensione più profonda del nesso tra caste e contesto curricolare-pedagogico dell’istruzione superiore e della sua relazione con la produzione di conoscenza nei contesti istituzionali. I risultati evidenziano il notevole divario tra il background socioeconomico degli studenti Dalit-Bahujan, le strutture istituzionali e pedagogiche, i processi e i discorsi. Sulla base di questi risultati, l’articolo affronta il problema della marginalità nel punto di intersezione tra casta, lingua e background degli studenti Dalit-Bahujan. La mancanza di supporto istituzionale spesso spinge gli studenti Dalit-Bahujan a diventare non-persone negli istituti di istruzione superiore, il che non solo esclude le comunità svantaggiate, ma incide anche sulla democratizzazione del processo di produzione della conoscenza. In conclusione, la questione del mezzo di produzione della conoscenza richiede di riflettere su quali vite e quali voci debbano essere incluse nei processi curricolari e pedagogici.
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