Postcolonial Pedagogy and the Dialogic Classroom: A Critical Reflection from India

Decrees, Shorelines, Testimony: A Pedagogy of Southeast Asian Cinema

This essay sketches a pedagogical method for teaching regional cinema that resists the containment of “Southeast Asia” as a ready-made frame. The course begins in Mindanao, southern Philippines, from where the region is read as a set of relations: paths traced through state speech, sea-border life, and place-based testimony. Each section addresses four prompts – process, discourse, scale, and route – to examine how film renders a region thinkable. From What Is Before parses decree and memory through screen duration and festival legibility. Thy Womb and The Mirror Never Lies , alongside emergent works such as Bohe and Unseen Soul, mark the littoral as an everyday negotiation of language, livelihood, and governance. Forbidden Memory , in conversation with Papuan and Palestinian activist media, proposes witnessing as a method, with resonance figuring in for resemblance. The essay argues that the classroom offers a discipline of attention that renders the region a site of inquiry.

Human–Nature Relationship in Gramsci: Contributions to Critical Pedagogy and Ecopedagogy

This article offers a contemporary reassessment of Antonio Gramsci’s pedagogical perspective on the relationship between human beings and nature, based on selected notes from the Prison Notebooks . The central argument is that such a relationship should not be understood as external or unidirectional, but as a historically mediated dimension constitutive of subjectivity and social life. In this sense, the analysis situates Gramsci’s philosophy of praxis in dialogue with current debates in critical pedagogy and ecopedagogy, showing how his thought contributes to rethinking the socio-environmental question from an educational standpoint. Additionally, the study underscores the relevance of these reflections in contemporary global contexts marked by ecological crisis and political struggles for socio-environmental justice, where educational institutions face demands to develop transformative pedagogical approaches. Methodologically, the study adopts a conceptual and hermeneutic approach grounded in philological and diachronic interpretation of the Notebooks, combined with contemporary theoretical contributions in the pedagogical field. The results indicate that Gramsci’s understanding of the unity between labour, technique, and cultural formation provides a framework capable of overcoming dichotomies such as nature/society, manual/intellectual education, and theory/praxis. Within this perspective, nature is not conceived as a passive object to be dominated but as a co-constitutive dimension of human historical development. This conceptual articulation allows envisioning the school as a mediating space for the development of historical-environmental consciousness, capable of challenging neoliberal cultural and educational hegemonies. The article concludes that the philosophy of praxis provides a foundation for developing an ecopedagogy oriented toward collective emancipation and the democratization of knowledge.

Using drama to teach French in secondary school: challenges, practices and teaching perspectives

This article examines the role of dramatisation in the teaching of French at secondary school level, considered both as a pedagogical approach and as a subject of didactic study. Drawing on a body of research in the didactics of French, theatre pedagogy and language sciences, this analysis begins with the observation that teaching is often centred on the written word and on detached textual analysis, to the detriment of a lived, embodied engagement with language and literature. By engaging the body, the voice, space and interaction, dramatisation creates a space in which pupils’ linguistic, discursive, literary and socio-emotional competences are developed simultaneously. The article first provides a theoretical framework for the concept of dramatisation and its psycho-pedagogical foundations, then discusses the specific challenges raised by its integration into French lessons in upper secondary schools. It goes on to present concrete practices and approaches — dramatised reading, dramatic play, staging of texts, guided improvisation — accompanied by a proposed lesson plan and assessment strategies. Finally, the limitations and resistance encountered in practice (time constraints, teacher training, class heterogeneity) are discussed, before outlining pedagogical perspectives for the reasoned and sustainable integration of theatre into the teaching of French at secondary school level. Keywords: dramatisation, French language teaching, upper secondary school, drama, language proficiency, public speaking, theatre pedagogy.     Received Date: June 19, 2026 Accepted Date: July 10, 2026 Published Date: August 01, 2026 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/842

Diálogo em preto e branco

This essay develops a philosophical reflection on racism, positionality, and silencing through an experience of co-authorship between a Black female doctoral student and a white male PhD. The text adopts the form of dialogue, arguing that writing itself may function as a philosophical gesture rather than as a neutral vehicle for conceptual exposition. Drawing on the situated experiences of both authors, the essay examines the notion of positionality, especially in relation to the historical erasure and delegitimization of Black voices, particularly those of Black women. It then brings this discussion into dialogue with Paul Ricoeur’s phenomenology of suffering, emphasizing the links between suffering, diminished agency, the rupture of self-narration, and radical separation from others. Within this framework, Anastácia’s mask, as presented by Grada Kilomba, emerges as an exemplary figure of silencing: not merely a historical metaphor, but a living image of the prohibition of speech, action, and recognition. The essay argues that, when approached from the experience of racism, positionality reveals spaces of non-speech and silencing. It concludes that a philosophy committed to Brazilian reality must make room for forms of writing, language, and thought capable of accommodating historically marginalized epistemologies. 

Introduction: Pedagogy, Public Humanities, and Politics in the Victorian Archives

Considering the Implications of Plurilingual Education in the Anglophone Creole Context of Trinidad and Tobago

Trinidad and Tobago is characterized by complex linguistic hierarchies. This study investigates how primary students engage with plurilingual practices in the elementary classroom. Grounded in sociocultural theory (Vygotsky, 1934/1986) and postmodernist epistemology, this study employs an educational design research approach to examine how children navigate classroom interactions shaped by English-Creole diglossia and dominant language ideologies. The study draws on scholarship on Caribbean Englishes (Nero, 2006; Simmons-McDonald, 2004), critical language awareness (Fairclough, 1992, 2013), culturally responsive pedagogy (Ladson-Billings, 2014), and adapted elements from the Language Friendly School framework (Le Pichon-Vorstman & Kambel, 2022) to understand how language-inclusive pedagogy is enacted in context. Findings highlight the central role of teachers as agents of change, and the need for critical Creole language awareness within broader plurilingual education. The study contributes to comparative education by illustrating how global pedagogical movements are reshaped by local sociolinguistic realities of Creole-speaking classrooms, with implications for system-level innovation.