ABSTRACT
This chapter explores the possibility of a critical pedagogy of translation to disseminate a radical understanding of disability.It questions thestated objective of existingenglish curriculum designfor schools affiliated to CBSE where texts translated intoenglish are conspicuous by their absence. The chapter attempts to understand the pedagogic implications of such absence by using Lefevere’s conception of ‘critical refraction’. This will be done in order to explore the possibility of adeconstructive curricular practice where an sentimental text such asRangeyaRaghav’s ‘Goongey’ is translated for a senior secondaryenglish classroom. How can we use translation to empower students to actively question ableist constructions in narratives such as ‘Goongey’, the chapter asks. Any attempt to answer this question, it is illustrated, would inevitably resist the sacrosanct way in which (E)nglish is taught in Indian classrooms. The chapter argues that an audience-specific approach to translation is vital to inculcate a spirit of enquiry about the language among students, and help them understand the role of language in constructing (ableist) worldviews. The chapter thus, gestures towards a pedagogy of englishes.
