From Parliament to Classroom: Negotiating Language Heritage and Traditional Knowledge for Pedagogical Relevance in India

Author(s): Ekta Rai

Abstract:

This article explores the intricate negotiation among legislative frameworks, the preservation of language heritage, and the integration of traditional knowledge within the evolving educational landscape of India. By analyzing constitutional provisions, the National Education Policy (NEP) 2020, and current pedagogical practices, this study examines how India manages the shift from parliamentary policy-making to the classroom application of multilingual education and indigenous knowledge systems. Utilizing recent scholarly literature on Indian Knowledge Systems (IKS), multilingual education models, and the preservation of heritage languages, the research uncovers significant opportunities and challenges in merging traditional wisdom with contemporary pedagogical requirements. The findings underscore the essential role of teacher preparation, community involvement, and institutional frameworks in effectively incorporating language heritage and traditional knowledge into modern educational practices. This study enhances the understanding of the pedagogical transformation necessary to respect cultural heritage while fulfilling global educational standards in diverse multilingual settings.

keywords:

Pages: 116-122     |    2 View     |    0 Download