From Academic Literacy to Critical Literacy:

Re-imagining English Language Pedagogy in Indian Higher Education

Authors

  • Sayan Chaudhuri

Keywords:

academic literacy, critical literacy, language pedagogy, higher education

Abstract

This paper will argue that the dominant imagining of ‘academic literacy’ as an organising framework for English language learning within both public and private universities in India cannot adequately engage with the imperative of social and political empowerment for disadvantaged students. Instead, I will propose that the critical literacy orientation, by foregrounding the question of power in language learning as well as emphasising the role of language in re-imagining both interpersonal and institutional practices, can offer a powerful alternative to the existing models of pedagogic and writing support across public/private university settings. The paper will conclude by providing a few conceptual and practical pointers for how existing literacy programs may work towards developing such an orientation.

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Author Biography

Sayan Chaudhuri

Sayan Chaudhuri is currently pursuing a PhD at the Centre for English Studies at JNU. His ongoing research work studies the framing of English Studies in post-liberalization India, with particular emphasis on the social relationships and pedagogic practices shaping disciplinary learning. He also teaches a course titled ‘Education, Literacy, and Justice’ as part of the Critical Writing program at the Young India Fellowship, which critically reflects on the various aspects of the teaching-learning process. His core interest is in developing critical literacy and public pedagogy resources primarily for students, educators, and activists.

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Published

2021-11-15

How to Cite

Chaudhuri, S. (2021). From Academic Literacy to Critical Literacy: : Re-imagining English Language Pedagogy in Indian Higher Education. Sanglap: Journal of Literary and Cultural Inquiry, 7(1), 28–53. Retrieved from https://sanglap-journal.in/index.php/sanglap/article/view/138