International Conference on Critically Approaching Education, Languages and Cultures, Communication, and Literature for Inclusive and Equitable Pedagogy
19-20 janv. 2026
Bennett University, Greater Noida, India - Greater Noida (Inde)
Knowledge emerges only through...the restless, impatient, continuing, hopeful inquiry human beings pursue in this world”—Paulo Freire; this conference would contribute to a broader conversation about the intersection of Education, Language, and Culture in a multilingual and multicultural society. Language pervades our thoughts, and different languages cause their speakers to construe reality in different ways. Children learn to talk from their role models and caregivers in the initial stages of learning and acquiring a language (Pinker, 2003; Steven, 1994). These role models and caregivers share their cultural knowledge using the language as the vehicle in the form of interactions, giving instructions, bed-time stories so on and so forth. NEP 2020 highlights the importance of first language or mother tongue in pedagogy and emphasizes to use the mother tongue of the learners while teaching (Chasul, 2021). The process of second language acquisition and learning is similar to that of first language acquisition and learning. It requires meaningful interactions in the target language, and we need more refined models of language learning integrating the cultural and intercultural dimensions (Zarate et al, 2011; Liddicoat, 2019, Derivry-Plard, 2020). The learners rely upon various forms of literature and start building their understanding towards a different culture through this literature. Content for language learning (first language and second language) is prescribed in schools in the form of language textbooks which include literature created by eminent authors in their respective languages and cultures. The stories, poems, novels, biographies, autobiographies, excerpts from such fiction and non-fiction are served to learners for language and communication skills enhancement and develop their proficiency in language. The representations (through language) in the texts and reflects an ideology which influences the mindset of the learners (Nayar, 2024). The conference aims to critically engage with the representations in the language curriculum and literature by conducting discourse analysis of various texts. Also, to explore whether the teachers are trained or not during to create inclusive and equitable learning environments inside the classrooms (Kaur, 2012). Language is one of the distinctive features of being human, one of the most important facilitating factors in the formation of human social groups, and at the same time one of the factors that separates groups from one another. Inclusive language practices (Niwese & El Hadjj, 2020; Colognesi & Niwese, 2020) can bridge socio-economic divides, allowing marginalized communities to participate more fully in education and professional settings. These inclusive language practices also help the marginalized communities to have better access and opportunities to tap into the potential of Access Benefit Sharing. As language learning has become more important for societies responding to globalization and internationalization, governments have paid more attention for change and policymaking in language education has to be closely looked at (Byram & Gobuleva, 2020). Additionally, investigating the language used in the law and paving a way forward to use more gender neutral and gender inclusive language, especially pronouns is also one of the essential points for discussion (Chasul, 2023). Further, probing into the educational policies at regional, local, national, and global level for knowledge sharing, and drawing comparisons allows for taking mutual lessons (Malet & Liu, 2021; Malet & Garnier, 2020) to Ensure inclusive and equitable quality Education—Sustainable Development Goal 4. The conference invites ideas to build knowledge on possible pedagogical approaches to achieve inclusive education through languages (Escudé, 2022). It is very important that the non-discriminatory and non-stereotypical approach on gender roles in the public and private life, in syllabi, handbooks, and textbooks, and/or the critique of such practices should be promoted (Grünberg, 2011). Giving space to the personal narratives of the trans, non-binary, differently abled, indigenous groups, and Dalits in the textbooks, as well as creating characters with such roles in fiction, increase the scope of social justice for the underrepresented in educational content (Ma'shumah, et al, 2020). Such inclusive approaches give a chance to individuals to grow as global citizens and contribute into making a peaceful and empathetic society. It is important for the mental well-being of the individuals (Morarka, & Lodha, 2017). Language and culture are interconnected tools for social mobility, as they enable individuals to be more open to understanding communication barriers, engage in meaningful exchanges, and contribute to civic societies. Taking a step towards SDG 16, the intention is to engage in critical dialogues and problem-solving methodologies for using educational content through languages as a tool for empowerment and social change. Theme 1: Language policies, language curricula and pedagogy, and their power dynamics Theme 2: Language Learning and Teaching for Intercultural Communication: thinking globally and acting locally Theme 3: Language visibility and empowerment for vulnerable people: trans, non-binary, indigenous, Dalit Theme 4: Inclusion and Visibility of Sign Language for Empowerment Theme 5: Language Education for Student-Teachers: Empathy and Empowerment Theme 6: Discourse analysis of texts: Exploring representations in School Education and Higher Education Curricula Theme 7: Languages for Sustainable Development and language rights Theme 8: Linguistic rights, Education rights and Citizenship Theme 9: Language Pedagogy and Digital Competence Theme 10: Achieving Equality and justice through language Theme 11: Approaching literature through Literary Theories
Discipline scientifique :
Sciences de l'Homme et Société
Lieu de la conférence