By: UPMESH KUMAR, RAVINDER SINGH
The paper examines trauma in Indian contexts from various perspectives, including gender, caste, intergenerational trauma, ethnographic studies, and autobiographies of marginalized people, emphasizing why and how it should be taught. It also highlights the anthropological perspective, drawing on contributions from anthropologists working at various ethnographic sites worldwide. The paper concludes by linking these discussions to the provisions of the National Policy of Education (NEP-2020) and its implications for teaching and pedagogy in Indian culture. This ethnographic diversity demonstrates the usefulness of trauma as a lens for interpreting multiple forms of experience. The paper discusses this exploration in both Indian and global contexts.
