Abstract

This study engages with the experiences of Dalit-Bahujan (oppressed social castes) students at a higher education institution in India. Drawing from interview-based data, it explores the students’ narratives to map their educational experiences, taking the medium of instruction as a case in point. The study aims to deepen understanding of the intersection of caste and curricular-pedagogic context of higher education and its relation to knowledge production in institutional contexts. The findings highlight a significant gap between the socio-economic backgrounds of Dalit-Bahujan students and the institutional and pedagogical structures, processes, and discourses they encounter. Based on these findings, the study further examines the framing of marginality at the intersection of caste, language and background of Dalit-Bahujan students. The lack of institutional support often relegates Dalit-Bahujan students to the margins within higher education institutions, not only excluding the disadvantaged social groups but also impinging upon the democratisation of knowledge production. We conclude that the question of medium of knowledge production necessitates a critical examination of which lives and voices are included in curricular and pedagogic processes.