In a profound exploration of caste dynamics within higher education, Zare and Pathania’s recent study reveals crucial insights into the complexities of caste privilege as experienced by university students. Titled “To resist, first we must see,” this work delves into the cognitive and emotional paradigms shaping students’ perspectives on caste, challenging deeply ingrained societal beliefs. The authors provide a framework for understanding how privilege operates in the unseen margins of campus life, prompting educational institutions to critically assess their roles in caste reproduction.
One of the study’s central theses posits that recognition is the first step toward meaningful change. The authors argue that students must first acknowledge their own privileges in order to dismantle the systemic structures that uphold caste hierarchies. This process of acknowledgment is not merely intellectual but demands an emotional awakening—a realization of how privilege affects their interactions, opportunities, and perceptions of justice. The necessity for this recognition in university settings underscores the need for curriculum transformation, focusing on social justice and inclusivity.
Examining the specific experiences of students from varying caste backgrounds, Zare and Pathania highlight the disparities in academic achievement, social integration, and mental health that often correlate with caste status. The emotional burdens carried by those belonging to lower castes often manifest in the form of anxiety and feelings of inadequacy, as these students navigate environments that are not necessarily welcoming or affirming. By shedding light on these emotional realities, the authors urge educational institutions to prioritize mental health support and mentoring for marginalized students.
Employing qualitative research methods, the study captures the voices of students directly affected by caste-based discrimination. Through interviews and focus groups, the researchers gathered rich narratives that illuminate the day-to-day challenges faced by students navigating a complex societal landscape. The findings from these narratives serve to validate the lived experiences of marginalized students and highlight a critical need for allyship from peers and faculty alike.
Furthermore, the research emphasizes the importance of community building among students from diverse castes. Zare and Pathania advocate for the creation of spaces where students can engage in open dialogues about privilege, discrimination, and social justice. These discussions are not merely academic; they are essential for fostering a sense of belonging and agency among students who may feel isolated due to their caste background. By cultivating such environments, universities can play a transformative role in reshaping attitudes and behaviors related to caste.
An integral part of the authors’ argument revolves around the educational curriculum itself. They propose that curricula across disciplines should incorporate critical examinations of caste and privilege, enabling students to grapple with these concepts from multiple perspectives. This curricular transformation is not only about adding course content; it is about rethinking the pedagogical approaches used to teach these sensitive topics. Engaging students in reflective practices, critical thinking, and social activism will play a crucial role in fostering a generation that is not only informed but also mobilized to challenge systemic inequalities.
Moreover, Zare and Pathania suggest that universities should proactively implement interventions aimed at unlearning caste privilege. Workshops, training sessions, and inclusive policy-making processes are just a few methods that can be employed to create awareness and promote equitable practices on campuses. The authors argue that institutional support is vital, as it sends a clear message that equality and justice are deeply valued within the academic setting. Without such initiatives, efforts to combat caste privilege may flounder, leaving students to navigate these challenges alone.
The implications of this research reach beyond the confines of academic institutions. By addressing caste privilege among university students, the authors contribute to a broader discourse on social justice across society. The skills and insights gained in these educational environments can empower students to become effective advocates for change in their communities. Thus, the ripple effects of their findings are expected to extend into various sectors, influencing policy-making, workplace diversity, and social equity initiatives.
However, the study also identifies challenges in implementing such transformative practices. Resistance from those accustomed to their privileges may arise, and the authors candidly address the discomfort that can accompany discussions of caste. Acknowledging that these conversations can be contentious, Zare and Pathania nevertheless assert that they are essential for growth and understanding. The act of confronting one’s privilege is not merely an intellectual exercise; it is a profound call to action that requires courage and commitment.
As universities strive to foster inclusivity, the work of Zare and Pathania serves as a critical reminder of the multifaceted nature of privilege and oppression. Their research embodies a call to action for educational leaders, urging them to reflect on their roles as agents of change. By embracing the complexities of caste dynamics, institutions can lead the way in cultivating environments that honor diversity and promote equity, ultimately creating a more just society.
In conclusion, Zare and Pathania’s study offers a comprehensive examination of the intricate dynamics of caste privilege within university settings. By advocating for recognition, community building, curriculum reform, and institutional support, the authors present a roadmap for combatting caste privilege and fostering a more inclusive academic landscape. Their insights challenge us to rethink our approaches to education and social justice, reminding us that true progress requires not only awareness but also actionable commitment to change.
There is deep potential within the student body to generate a cultural shift, yet this potential can only be realized through sustained efforts to unlearn privilege and foster a collective consciousness. The work of Zare and Pathania is both a cautionary tale and a beacon of hope, illuminating the path forward for generations of students who seek to resist the forces of caste discrimination.
As this discourse continues to evolve, it is imperative that educators, policymakers, and students alike remain vigilant in their commitments to social justice. The journey toward equality is ongoing, and through collaboration and shared understanding, we can navigate the complexities that define the intersection of caste and education in a meaningful way.
The exploration of caste privilege among university students is not merely a theoretical undertaking; it is a necessary consideration for shaping the future of higher education. By challenging the status quo and advocating for dismantling entrenched hierarchies, we can create an academic environment that not only acknowledges diversity but actively champions it.
Ultimately, the success of these endeavors will depend on the collective determination to confront uncomfortable truths, embrace personal growth, and forge alliances across caste lines. Zare and Pathania’s research stands as a powerful testament to the transformative possibilities that lie ahead when we dare to see, acknowledge, and ultimately resist caste privilege within our educational institutions.
Subject of Research: Unlearning caste privilege among university students
Article Title: To resist, first we must see
Article References:
Zare, B., Pathania, G.J. “To resist, first we must see”: unlearning caste privilege among university students. High Educ (2025). https://doi.org/10.1007/s10734-025-01501-4
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s10734-025-01501-4
Keywords: caste privilege, social justice, higher education, curriculum reform, community building
