ABSTRACT
Indian classrooms which are intrinsically diverse that establish a smooth interface to amalgamate the life world of each student towards learning are largely dependent on the capacity and orientations of the teacher. Unfortunately, the significance of diversity in Indian classrooms has not been conceived with the idea that diverse groups of students in one unit are an asset to any educational institute. The practice of segregation of schools, discrimination of students on the basis of caste, class, religion, gender and ethnicity, has resulted in inequalities which further recreate systems of exclusion. This chapter emphasizes the need to re-visualize schools and classroom spaces which facilitate dialectical conversations between teachers and students in order to create truly democratic educational spaces.
