ABSTRACT
The purpose of this chapter is to examine how play and pedagogy is conceptualized within the Indian cultural context. Drawing on postcolonial theory, I will consider ideas which appear to have shaped the relationship between play and pedagogy within the Indian context. I also draw examples from a study of early childhood teachers’ perceptions of play in India. Critically, I will consider the extent to which it is possible or desirable to import a child-centred, play-based pedagogy to the Indian context, without causing other rifts, inequities, and impediments to social justice.
