Vedaaranya Heritage Arts and Healing Festival 2016

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Dr.Sudhakar Venukapalli



Dr. Sudhakar Venukapalli is currently working as a Professor of Education in the English and Foreign Languages University, Hyderabad. He served Wipro as Head, Centre of Excellence, Mission 10 X and as Principal for Wipro-Cambridge International Centre, Bangalore. He also served Osmania University as Professor, Dean and Head, Faculty of Education. He has PhD in Education and Postgraduate degrees in Physics, Psychology, Philosophy and Education. He has guided many doctoral students and conducted a number of research studies. He has evaluated a number of development projects for governmental and non-governmental sectors. He is now working in the area of Public Policy, Social Psychology and Educational studies. He has initiated a number of interventions and reforms in curriculum at different levels of education and participated in the formulation of education policies at state and national level. He was a consultant for the World Bank, DFID, UNICEF, and is associated with a number of civil society organizations ,including the Government of India.

Creating Opportunities for Children to Negotiate with
the Indigenous Knowledges, Power Structures and Socio-cultural Contexts of Temples

Dr.V.Sudhakar,Professor of Education, EFL Central University,Hyderabad,India

Key Words: Temple, Indigenous Knowledges, Culture,

The central concern of this paper is how to develop the critical literacy skills among children to negotiate with the cultural contexts and multiple indigenous knowledge systems available within and around sociohistorival contexts of temples and temple art-dance-music forms and cultures. One of the objectives of this paper is to draw practical solutions for making teaching and learning curious, exploratory, adventurous and interesting to children in our schools. Curricular practices in our schools, by and large, are governed by behaviorist principles of learning and technical rationalities. Because of such mechanistic and lifeless-context-free activities and institutional practices, the entire system of education in our country has become insulated, rigid, unyielding and uncreative. Pedagogic styles and disciplinary structures are not drawn from our cultural contexts and traditional knowledges. An attempt is made in this paper to evolve a framework for integrating the study of temples in school curriculum
for creating effective and explorative learning spaces for children. Temples have always played a central role in the Indian society. Apart from being a source of spiritual vibrance to the common people, temples also served as centers of exclusion, domination, education, art and culture of the society.

The construction of the temple itself was fairly complex.It is argued in this paper that, it is necessary to create learning environments suitable for the representation of traditional knowledges and enable children to formulate arguments and reasons for constructing their own concepts and ideas in the thematic area of critical temple studies. In order to accomplish their tasks children need to critically explore the historical and social texts and uncover the hidden truths about temple art and cultures. This kind of study provides an opportunity for children to establish connections with different viewpoints, ideological positions, knowledge systems, and social realities. At the end of this paper the author argues that collective participation of children in the critical study of temples would enable them to acquire historical sensitivity, sociological imagination and philosophical outlook.