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Paper short abstract

This paper, utilizing critical race theory, examines a flagship scholarship program implemented within the school education system to reduce dropout rates and increase student enrolment, particularly among students from marginalized communities.

Paper long abstract

This paper, utilizing critical race theory, examines a flagship scholarship program implemented within the school education system to reduce dropout rates and increase student enrolment, particularly among students from marginalized communities, such as Adivasis or Indigenous communities in India. Beyond its economic support, the programme also aims to promote conscientisation by enhancing students’ awareness of their rights and educational opportunities. Government initiatives targeting indigenous or Adivasi learners aim to create a bridge between marginalized communities and the mainstream education system, while also preserving their cultural identity within the broader social framework.

The study is based on an empirical framework and data collected from two purposively selected districts in West Bengal. Data was gathered through interview schedules and in-depth case studies conducted with programme beneficiaries and key stakeholders. The paper seeks to critically analyse how such government initiatives both humanize and, at times, inadvertently dehumanize the classroom environment, thereby shaping the educational experiences of indigenous or Adivasi students of the eastern Indian state.

From the recommendations of various education commissions, Indian educational reforms have consistently articulated a commitment to addressing the structural disparities faced by disadvantaged and marginalized groups. This paper critically examines how such government initiatives operate within classroom spaces, arguing that while they seek to humanize education by promoting inclusion, recognition, and opportunity, they may also inadvertently reproduce forms of dehumanization through standardized curricula, dominant cultural norms, and deficit-oriented pedagogical practices.

Keywords: Marginalized community, Indigenous or Adivasi, Conscientisation, Oppression, Liberalism, Government initiative, Eastern India