Paper Details

This research paper explores the significance of using the Indian Indigenous Knowledge in English curriculum to cater to holistic learning. The presence of the colonial educational system in India has had a significant impact on English education, which has been characterized by an emphasis on Western texts, Eurocentric perspectives, and an examination-oriented approach. Sometimes learners have been separated from their own culture, ethics, local wisdom and community knowledge. Indian Indigenous Knowledge is a collection of oral traditions, folk literature, epics, philosophical ideas, ecological practices, ethical values, local histories, regional cultures and community modes of knowledge. This paper suggests that the English curriculum can be enriched in terms of meaning, inclusiveness and holism by incorporating the Indian indigenous approaches in addition to the global approaches in terms of literature and language learning. The study examines the role of Indian Indigenous Knowledge (IIK) in enhancing teaching and learning of English through the following methods: Storytelling, translation, comparative reading, project-based learning, ecological themes, value education, and culturally responsive pedagogy using qualitative and descriptive analysis. The paper concludes that such integration can promote cultural identity, critical thinking, emotional intelligence, ethical awareness, environmental sensitivity, and inclusive learning. This paper introduces the reader to Indian Indigenous Knowledge (IIK) and an English curriculum that is both holistic and value-based and explores how the English literature covers the concept of decolonization via culturally responsive pedagogy. The paper introduces the reader to the idea of Indian Indigenous Knowledge (IIK) and an English curriculum that is holistic and value-informed and examines the English literature surrounding decolonization through culturally responsive pedagogy.

Indian Indigenous Knowledge, English curriculum, holistic education, Indian Knowledge Systems, decolonization, value-based education, culturally responsive pedagogy