Challenging Neutrality: Educators as Agents of Social Change

Abstract

This paper explores the tension between the perceived neutrality in education and the active role educators must play in addressing social inequities. Drawing from extensive experience in various educational roles in India, the author critiques the common belief that educators should present information neutrally, without imparting personal views. This approach, while intended for students to form their own opinions, often falls short in addressing systemic issues which require more explicit engagement and activism. The paper questions whether the primary goal of education is merely the transmission of information or if it should also encompass fostering critical thinking and social awareness highlighting the potential for education to drive social change, challenging the notion that neutrality is always desirable or effective. Using a critical pedagogy framework, the author argues that educational institutions are inherently political and reflect broader societal power dynamics. Through personal anecdotes and professional observations, the author highlights instances of religious profiling, caste discrimination, and the commodification of education, revealing the non-neutral nature of schools. The paper concludes by advocating for activism in education, suggesting that educators must engage in critical social research and activism to truly address and dismantle oppressive structures, ultimately promoting equity and justice in education.