The Transformative Potential of Pedagogic Practice

Abstract

This chapter introduces the concept of transformative pedagogic practice as an intermediate, transitional form of pedagogy which gradually links the conflicting priorities of reproductive and transformative pedagogic practice. It illustrates how educational policies such as Education for Sustainable Development (ESD) pose an opportunity to rethink the structuring elements of pedagogic practice. ESD can be situated in the attempt to change existing patterns and forms of teaching contents and methods toward empowering students to become critical, responsible citizens. Based on the empirical findings (Chaps. 6, 7, and 8), the three central research questions of this book are re-visited: (1) How do academic frameworks in geography education in India relate to ESD principles? (2) How do power relations and cultural values structure pedagogic practice in Indian geography education, and how are these linked to ESD principles? (3) How can ESD principles be interpreted and applied to pedagogic practice in Indian geography education? I reflect upon the practicability of the didactic framework and the transferability of the theoretical and methodological approaches to other contexts. Further, I discuss strategies and perspectives for implementing ESD in Indian geography teaching.