ABSTRACT
This chapter focuses on how students engage with structural problems of gender relations, religious rules, caste-based reservations and aspects of their everyday lives. It explores the possibilities of transgressing and thereby disturbing the given social and cultural order of things made by the structures. The chapter examines the gradual construction, movements and the complex processes taking place in the classroom, which would eventually form or negate the identity in context. It highlights the constraints students encounter because of structural location, cultural deprivation and institutional neglect. The chapter discusses the relationship between social class and educational advantage, which intersects with caste, religion and gender affecting the pedagogical process in the classroom interaction. It looks at evolving pedagogical practices within the concrete institutional contexts of education, college, where one finds a kind of engaged public that requires the support of a socially transformative public sphere.
