ABSTRACT
The chapter is based on an action research study focused on the key question of how teachers can be made aware of the problems around the notion of heredity-based educability reflected through Sanskara and the ways in which teachers can be enabled to reflect on their own beliefs and assumptions about the key concepts of education, learning and the notion of caste. The methodology consisted of small-group workshops, classroom demonstrations and training modules engaging some 1,000 primary and upper primary school teachers from the Wazirganj block of the Gaya district of Bihar. The findings of the action research study inform policies and practices in making classrooms inclusive for all children in particular, and professional development of the teachers in general, in order to attain the larger goal of social justice and equality in teacher education programmes.
