Critical Literacy in India: A Case for Critical and Postcritical Education

In this chapter, we discuss the importance of critical literacy in India and argue that, although there are understandings of critical thinking and critical perspective, there is a lack of a well- designed and explicit focus on critical literacy within the educational system. A cursory glance at the current education system provides an insight into the struggle to achieve basic literacy and numeracy at the elementary level for all children, along with the absence of critical literacy pedagogies as practiced in countries like Australia and Canada.

This chapter begins by reviewing the historical roots of critical thinking in ancient India. Following this, the sociopolitical context of the Indian education system in the aftermath of colonization is discussed to highlight some of the salient sociocultural and systemic factors that impact Indian children’s school experience. Empirical evidence and review of the current education system provide insight into ongoing attempts to shift the system from a traditional teacher-controlled basic skills focus to the teacher as a facilitator who can enable logical, higher-order thinking and a critical approach to texts and discourses. The chapter ends by providing recommendations for good practice and future directions.