ABSTRACT
Motivated by the question, ‘What are the specific histories that have shaped learning in different contexts?’, we set out in this chapter to think through the ways in which young people learn in the Indian context. We put into question what we argue is a historical barrier placed between the personal and the pedagogical in the Indian context, and expose the operations of this barrier. Through this, we offer ways of re-imagining the relationship between politics, personhood and pedagogy in the 21st century.
