Inclusive Pedagogy through Translanguaging for Advancing Equity and Sustainable Futures in Indian Education

Author(s)	Ms. Chayanika Gogoi, Ms. Lovely Saw, Ms. Km Vaishnavi Tripathi, Dr. Bineeta Bineeta
Country	India
Abstract	This theoretical paper explores translanguaging as a systematic solution to epistemic justice in Indian multilingual education, operationalizing as an inclusive pedagogy. The paper is the synthesis of the theory of translanguaging, critical pedagogy, and postcolonial scholarship, working on the micro (classroom), meso (institutional), and macro (policy) levels. The analysis indicates that translanguaging provides access to epistemic, identity, and redistribution of symbolic capital at classroom levels but needs institutional change in teacher education, curriculum design, and assessment practices. The discussion reflects how translanguaging realizes NEP 2020’s multilingual vision, supporting SDG 4 and SDG 10, and highlights linguistic justice, equity, and sustainable futures. The paper proposes a multi-level analytical framework between translanguaging and systemic educational reform in India.
Keywords	Critical Pedagogy, Epistemic Justice, Inclusive Pedagogy, Linguistic Hierarchies, Multi-Level Framework, NEP 2020, Sustainable Development Goals, Translanguaging
Field	Sociology > Education
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-08-21
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.86268

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