Linguicism in Knowledge Production: Marginalisation of Indigenous Language

Deepak Kumar, University of Delhi

Students from marginalised communities in India face significant barriers in higher education, such as limited access to quality resources and opportunities, due to language-based discrimination. Although socioeconomic backgrounds have a significant impact on education's quality and accessibility, it is still an essential tool for empowerment. In India, the medium of instruction plays a crucial role in determining educational opportunities. The divide between public schools that use regional languages as the medium of instruction and private schools that use English as the medium reinforces structural inequalities. Government-aided public schools, which are predominantly attended by students from marginalised backgrounds, frequently face challenges such as inadequate infrastructure and lower teaching standards. As a result, students from vernacular backgrounds struggle to integrate into higher education, where English dominates. This dominance of one language leads to exclusion, stigmatisation, and an inferiority complex among students who primarily use regional languages. The absence of inclusivity towards diverse languages in classrooms, research, and academic discourse leads to psychological distress, impacting students' engagement and academic success. Language is essential not only for communication but also plays a crucial role in producing knowledge. This paper explores the necessity of integrating regional languages into higher education’s epistemological and pedagogical frameworks. It argues for a more inclusive approach to knowledge creation, countering the disadvantages faced by students from marginalised communities in India. Keywords: Linguicism, Knowledge Production, Marginalisation, Indigenous Language, Higher Education

No extended abstract or paper available

 Presented in Session 173. Tactics of Resistance Against Technocratic and Linguistic Domination