| Abstract: | This review examines the Hau Tangkhul Naga Longshim as an indigenous pedagogical space that can inform contemporary educational practices and contribute to educational transformation within the NEP 2020 framework. Longshim, a dormitory of the Hau Tangkhul Naga, served as an important traditional educational institution for youths before Christianity by promoting the transmission of knowledge, social and ethical values, social responsibilities, and skills through oral traditions, role modelling, and experiential learning. Indigenous pedagogical principles such as collective community participation, apprenticeship, role modelling, intergenerational engagement, and a holistic approach were central features of the educational process in the Hau Tangkhul Naga Longshim. The synthesis of various literature reveals significant similarities between the indigenous pedagogical strategies of the Longshim and those of NEP 2020. The philosophy of holistic education, experiential learning, joyful learning, cultural rootedness, vocational integration, and indigenous knowledge systems are core components of both Longshim and the NEP 2020. The indigenous knowledge systems and pedagogy of the then Hau Tangkhul Naga Longshim have transformative potential to inform best practice in educational settings, aligning with the NEP 2020 framework. |
