Madhu Naidu is a researcher working in the areas of Critical theory, constructivist learning paradigms, action research and appreciative inquiry. As a critical theory researcher and practitioner Madhu understands power structures and works to reverse them or use existing structure to create opportunities for all based on the context of the situation. Madhu believes every challenge or situation is an opportunity to create win win relationships and possibilities. She is a proponent of possibilities, everyone should be given a chance to show their potential ; the world is a fantastic place to live and be in love with its beauty
Sagaram, Madhulika & Mahal, Prabhjot. (2018). Women in Leadership in the Education Sector in India. 10.1007/978-3-319-68816-9_11.
Sagaram, M., Mahal, P.K. (2018). Women in Leadership in the Education Sector in India. In: Ghosh, R., McLean, G. (eds) Indian Women in Leadership. Current Perspectives on Asian Women in Leadership. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-68816-9_11
Sagaram, M. Indigenous Critical Pedagogy in Underserved Environments in India. Critical Pedagogies, 453. Chicago
**Winner of a 2022 American Educational Studies Association Critics' Choice Book Award**
This extensive Handbook will bring together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections.
The SAGE Handbook of Critical Pedagogies is planned to be an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies
Madhu uses contrapuntal approach in teaching and learning experiences. she juxtaposes critical theory with appreciative inquiry in the constructivist domain. Her work includes social constructivist as well as the studio paradigms inspired by John Dewey's work in education and phenomenology. Her work focusses on a critique of common foundations, viz the split between object and subject, reality and knowledge, world and consciousness.
Madhu engages with learners as a facilitator rather than a teacher in a power paradigm. She is passionate about juxtaposition of environment and culture and understanding environment as culture and culture as environment.
Peer Reviewed Journal Articles: Education Psychology
Sagaram-Naidu, M. 2024. Media and the impact on heteronormative narratives of children. International Journal for Multidisciplinary Research. 6(1).
Sagaram, M. & Narayandas.N. Indigenous pedagogy across India. Design for all. Design for all Institute of India. July 2020. Vol (15). No (7).
Proceedings and Publications:
Sagaram, M. & Tungala.S. Loss of context in lived experience. Peer reviewed paper presented at The proceedings of Thanima-3 International Conference of Design Pedagogy and Contextual Aesthetics, National Institute of Technology, Kozhikode, Kerala, March 4-6, 2020.
Sagaram, M. & Narayandas.N. Indigenous pedagogy across India. Peer reviewed paper presented at The proceedings of Thanima-3 International Conference of Design Pedagogy and Contextual Aesthetics, National Institute of Technology, Kozhikode, Kerala, March 4-6, 2020. The paper was selected as an exceptional contribution and published in Design for all.
Sagaram, M. Using perception and emotional development as process of learning in underserved environments. Peer reviewed paper presented at The proceedings of The fourth International conference on creativity and innovation at/for/from/with grassrrots [ICCIG 4], Indian Institute of Management, Ahmedabad, Gujrat, January 28-30, 2019.
Sagaram, M. Proprioception and reconceptualization of formal curriculum in underserved environments. Peer reviewed paper presented at The proceedings of The fourth International conference on creativity and innovation at/for/from/with grassrrots [ICCIG 4], Indian Institute of Management, Ahmedabad, Gujrat, January 28-30, 2019.
Sagaram, M. Creating Sublime Learning Environments. Peer reviewed paper presented at The proceedings of Thanima-2 International Conference of Design Pedagogy and Contextual Aesthetics, National Institute of Technology, Kozhikode, Kerala, January 19-21, 2017.
Sagaram, M. Autobiographical Perspectives of Learning. Peer reviewed paper presented at The proceedings of Thanima-2 International Conference of Design Pedagogy and Contextual Aesthetics, National Institute of Technology, Kozhikode, Kerala, January 19-21, 2017.
Sagaram, M. A Model of Curriculum for Social Development, Social Justice and Agency in India. Proceedings at the American Education Research Association Annual Conference, New Orleans, April 2011.
