Interculturality; Sociology of knowledge; Inclusive education; India; Dalit studies; Minorities
George Alex M. (2018), Political Science and Images in Schooling: Personal Reflections on Textbook Making Process, in Contemporary Education Dialogue
, 16(1), 5-25.
GeorgeAlex (2018), Engaging with Politics: Teaching Democracy, in Teacherplus
(2017), Life, Ideals and Learning(s) to be a ‘Teacher’ in B.Ed: Interactions, Observations and Learning, in Journal of Indian Education
(2017), Life, Ideals and Learning(s) to be a ‘Teacher’: An Analysis of the Literature of the B.Ed Program, in Journal of Indian Education
GeorgeAlex (2016), Akbar, Jahangir or Shahjahan: Do Images Help Us Learn Better?, Sage, New Delhi, 120.
(2016), Indel as Indra – Hinduising Tribal Gods
, Raiot, India.
Renzi Beatrice (2015), Anti-caste Radicalism, Dalit Movements and the Many Critiques of Secular Nationalism in India, in Burchardt Marian, Wohlrab-Sahr Monika, Middell Matthias (ed.), DE GRUYTER, Berlin, München, Boston, 63.
RenziBeatrice, Intersectional perspectives on Dalit women and justice, Manohar, New Delhi, --.
In today’s ever more interconnected national landscapes, assimilationist or essentializing cultural approaches are increasingly being challenged by diasporic forms of citizenship and ethno-culturally diverse minorities. One of the major questions facing societies and nation-states concerns multiculturality and how diversity can be approached therein, so as to create spaces of civic participation across different forms of social cohesion. The study focuses on the role of knowledge and education, seen as cultural resources, in influencing processes of social integration. Taking the case of India, the project explores the field of multiculturality by grounding it within the societal systems making up the life-worlds of its diverse communities. The research is divided in two complementary sub-project (sub-project A dedicated to the role of knowledge and sub-project B to that of education) as well as a common component devoted to participatory action research and the development of learning resources. Aiming to mark an advance in the sociology of knowledge, the study also sheds light on the workings of what we term cross-cultural knowledge pathways. It explores contextually how community-centered epistemological formations are transformed in the process of integrating within mainstream cultural spaces, and how this process carries the potential to trigger mutual adaptation. The research provides a practical contribution to the field of intercultural education by developing learning resources capable of sustaining reflexive cultural exchanges.Methodologically, the project devises a multidisciplinary approach examining oral and written sources through discourse and textual analysis, participatory action research as well as institution and actor-oriented methodologies.