Postcolonial Pedagogy and the Dialogic Classroom: A Critical Reflection from India
This essay examines the Indian humanities classroom as both a site of postcolonial critique and a space in which the authority structures that postcolonial theory seeks to dismantle are frequently reproduced. Drawing on the work of Ngũgĩ wa Thiong'o, Audre Lorde, Derek Walcott, and Mikhail Bakhtin, it argues for a dial...