Reimagining Pedagogy: Inclusion of Dalit Literature and the Future of Marginalized Narratives in India

Abstract

Historically, Dalits have been among the most marginalized communities in India, and alongside socio-political movements, Dalit literary movements have emerged to challenge caste hierarchies. This paper explores how structured, politically informed education can serve as a site of resistance against dominant discourses, with a particular focus on Dalit literature from Odisha. Drawing on Paulo Freire’s concept of critical consciousness from Pedagogy of the Oppressed, the paper examines how Dalit writings engage students in a transformative understanding of caste, history, and identity. By integrating these writings into academic curricula, particularly in select universities in India, a shift occurs in pedagogical approaches, expanding the literary canon to reflect the voices and experiences of historically oppressed groups. This paper will discuss the significance of this shift and how the inclusion of marginalized knowledge reshapes traditional literary studies, offering new ways to critically engage with literature. The focus on Dalit literature, specifically from Odisha, highlights regional perspectives and the unique contributions of these voices to broader Dalit movements. Finally, the paper will assess how such pedagogical approaches can challenge entrenched narratives and promote educational transformation, ultimately reshaping the way literature and marginalized histories are taught.