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Globalization and Rohinton Mistry’s A Fine Balance

In this essay I discuss pedagogical strategies in world literature classes through a basic theoretical framework about the nature of radical pedagogy within the context of American universities. Although I focus on Rohinton Mistry’s A Fine Balance (1995) as case study, I understand that my discussion of this one novel can be applied readily to other works of fiction and non-fiction . Only informed, radical, and critical pedagogy can enable us to create more informed, empathetic, and cosmopolitan human subjects. Because the texts are produced in the present, it is also helpful to teach with an eye toward the material conditions in which the texts are produced, published, taught, and received. As a theoretical scaffolding of my inquiry, I draw on Mark Bracher’s discussion of the role of radical pedagogy, applying his model, albeit with a few modifications, to the importance of using Mistry’s novel as a didactic tool in creating a more cosmopolitan and compassionate view of the world. over generations. The precariat is also the first class in history expected to endure labour and work at a lower level than the schooling it typically requires. In an ever unequal society, its relative deprivation is severe. (VII)