Between Participation and Dissent: A Narrative Inquiry with D. El. Ed Graduates on Building Democratic Classrooms in Delhi

Pratyay Malakar | pp. 6-29

Abstract :
This article examines the ideological dimensions of early literary instruction through a critical reading of select Malayalam-language primary school textbooks in Kerala. Focusing on textbooks published by the State Council of Educational Research and Training (SCERT) as part of the 2013 curriculum revision, the study explores how cultural nostalgia and idealised representations of nature are constructed and circulated within these materials. It argues that such representations often produce a homogenised and depoliticised vision of social and ecological life, one that remains disconnected from the lived experiences of children. Drawing on insights from critical pedagogy, the article situates early textual encounters as formative sites where interpretive habits and ideological orientations are shaped. While not a comprehensive empirical study, the analysis highlights the pedagogical implications of uncritical literary engagement and underscores the need to incorporate critical textual analysis into language instruction. By doing so, it advocates for a more reflexive and context-sensitive approach to teaching literature at the primary level.

Keywords: Democratic education, teacher education, pre-service teachers, critical pedagogy