The Struggle against the Citizenship Amendment Act in India: Recovering the Insurrectionary Praxis of Critical Pedagogy

Autor/in	Mathew, Manu V.
Titel	The Struggle against the Citizenship Amendment Act in India: Recovering the Insurrectionary Praxis of Critical Pedagogy
Quelle	In: Journal for Critical Education Policy Studies, 19 (2022) 3, S.139-163 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathew, Manu V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Citizenship; Legislation; Criticism; Muslims; Critical Theory; Teaching Methods; Activism; Laws; Religious Cultural Groups; Buddhism; Christianity; Immigrants; Undocumented Immigrants; Political Attitudes; Social Influences; Organizations (Groups); History; India; Afghanistan; Pakistan; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerschaft; Gesetzgebungslehre; Kritik; Muslim; Muslimin; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Aktivismus; Politischer Protest; Law; Recht; Kirchliche Gruppe; Religionszugehörigkeit; Buddhismus; Christentum; Immigrant; Immigrantin; Immigranten; Illegaler Aufenthalt; Political attitude; Politische Einstellung; Sozialer Einfluss; Geschichte; Geschichtsdarstellung; Indien; Bangladesch
Abstract	This paper locates the emergence of critical pedagogy (CP) as praxis in the protest movements in New Delhi, India, against the new citizenship amendment laws that were brought about by the Indian government. The ruling government in India brought amendments to the existing provisions for citizenship, such that persons from Hindu, Sikh, Buddhist, Jain, Parsi and Christian religious communities from neighbouring Afghanistan, Bangladesh or Pakistan were allowed Indian citizenship. Muslims, however, were excluded from this. This exclusion, coupled with the national project established for finding illegal immigrants in India -- called the National Citizenship Registry project -- affects the Muslim communities in South-Asia and has been widely resisted across India, by Muslims and other social and political organisations. This paper traces the development of such a struggle in Shaheen Bagh, New Delhi, and proposes that CP as a critique of the social, emerged from the specificity of the Shaheen Bagh movement. Shaheen Bagh gives critical insights into rethinking CP whenever its foundational tenets seem to have been lost or are merely subsumed by disciplinary compartments within academia. This struggle offers us insights toward returning to the insurrectionary character of CP, by locating CP within the context of such struggles. At the same time, this study of Shaheen Bagh and the specific form of CP that emerged in thatcontext, also shows us the limitations of contemporary social movements to take CP to its logical conclusion where oppressive class relations are undermined. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01