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Paper short abstract:

In the pursuit of inclusive education, the Government of India and Jharkhand have embarked on innovative initiatives aimed at empowering Particularly Vulnerable Tribal Groups (PVTGs), with a special focus on the Birjia tribe. This paper will explore the educational policies and conditions of Birjia.

Paper long abstract:

In the realm of inclusive education, the Government of India and Jharkhand have pioneered targeted initiatives to empower Particularly Vulnerable Tribal Groups (PVTGs), specifically focusing on the Birjia tribe. This abstract delves into the intricacies of these tailored educational endeavours, meticulously designed to provide the Birjia community with access to high-quality education, skill development, and socioeconomic prospects. By addressing the unique challenges faced by the Birjia tribe, these initiatives not only bridge educational gaps but also facilitate cultural preservation, social integration, and sustainable development within the community. This study examines the multifaceted approach employed by the government, shedding light on the profound impact of these programs on the lives of the Birjia tribe and other PVTGs. Through these efforts, the government aims to foster equitable educational opportunities and promote holistic societal progress. In the realm of inclusive education, the Government of India and Jharkhand have pioneered targeted initiatives to empower Particularly Vulnerable Tribal Groups (PVTGs), specifically focusing on the Birjia tribe. This abstract delves into the intricacies of these tailored educational endeavours, meticulously designed to provide the Birjia community with access to high-quality education, skill development, and socioeconomic prospects. By addressing the unique challenges faced by the Birjia tribe, these initiatives not only bridge educational gaps but also facilitate cultural preservation, social integration, and sustainable development within the community. This study examines the multifaceted approach employed by the government, shedding light on the profound impact of these programs on the lives of the Birjia tribe and other PVTGs.

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Paper short abstract:

Affirmative action aims to increase opportunities for historically disadvantaged groups to bridge inequalities. Post-Matric Scholarship Scheme proves to be a major incentive for Scheduled Tribes but there exist structured inequalities embedded in the institutions, laws, policies and practices.

Paper long abstract:

Affirmative action aims to increase opportunities for historically disadvantaged groups to bridge inequalities in access to education, employment, political representation and better standards of living. Post-Matric Scholarship Scheme (PMSS) of the Government of India proves to be one of the major incentives for Scheduled Tribe Communities but there exists structured inequalities embedded in the institutions, laws, policies, social norms and practices of a society. PMSS is a crucial affirmative action policy in India aimed at promoting access to higher education designed to overcome the effects of structured inequalities and give these groups a fairer chance as a door to success. The policy proves to be an effective safeguard mechanism against socio-economic disadvantages, geographic isolation, social stigma and discrimination and cultural and linguistic barriers.

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Paper short abstract:

The present study examines the educational status of marginalized groups in Indian society, as well as how education is interconnected with power and the complex power relations and hierarchy that exist within society. In addition, it explores how education perpetuates social inequality.

Paper long abstract:

This study examines the educational status of marginalized groups in Indian society, as well as how education is interconnected with power and the complex power relations and hierarchy that exist within society. In addition, it explores how education perpetuates social inequality as well as how its contents are determined. The educational resources are not equally accessible to all groups, therefore, 'equality of conditions' does not exist. In the name of social cohesion and order, what is achieved is the promotion of the interests of dominant sections of society. Marginalized groups have less access to power and privilege than those in the mainstream. They are vulnerable and have remained exploited, degraded and deprived of access to existing socio-economic resources. Educational institutes promote the technocratic-meritocratic ideology, which upholds that success essentially depends on appropriate skills, knowledge, talents and abilities. In reality, success is often linked to a person’s class, gender, race, region, culture, etc. Further, in a hierarchical, stratified and unequal society, the school provides knowledge to fulfil a particular professional role.

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In this paper, an attempt has been made to understand the influence of culture on the Scheduled Tribe children belonging to ethnic communities studying in the schools. The focus is particularly on their participation in learning activities and school-related activities in the Indian context.

Paper long abstract:

This paper is an attempt to understand the influence of culture on the Scheduled Tribes (STs) children belonging to ethnic communities studying in schools. The focus is particularly on their participation in learning activities and school-related activities in the Indian context. The ethnic groups in India have remained relatively isolated and backward although efforts are being made by educationists to assimilate and integrate them to the mainstream. The cultural theories of noted anthropologists like Tylor and Malinowski become more relevant as cultural transmission remains the most important mode of retaining the culture of any society which may manifest in most of their day-to-day activities. These internalized cultural traits and the way school activities articulated are in conflict, which the tribal children negotiate in the schools. In the event of failure to accommodate the school culture, the tribal child avoids schooling and accepts the community form of lifestyle which the child feels is more relevant and easier to learn. There is a need for the policymakers, planners and administrators to consider the cultural aspects specific to the STs while not only planning curriculum but also the way it has to be transacted among these groups who have a different perception of schooling and education. The absence of culture-related factors in the schools seriously affects participation of the Scheduled Tribe children in schools resulting in low enrolment and participation and high dropouts. Thus, there is a need to take into account the culture-related factors and contextual pedagogy.

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Paper short abstract:

The present study attempted to examine the social exclusion and the educational status of scheduled tribes in Tamil Nadu. Further, it will also assess the impact of government schemes like Eklavya Model Residential Schools (EMRS) and Government Tribal Residential Schools (GTRS) in Tamil Nadu.

Paper long abstract:

In India, Scheduled Tribes (STs) are socially and economically lagging behind Other Backward Castes (OBCs) and ‘Other’ social groups. These marginalized sections have a diverse experience of social and economic deprivation. The literacy rate is a very slow moving indicator, and as a result, the performance of the Indian educational system has lagged behind that of other developing countries. The increasing education levels vary among different regions and social groups in India. With this background, the study attempted to examine the social exclusion and the educational status of scheduled tribes in Tamil Nadu. The present study used both primary and secondary data. The secondary data were collected from the Census of India, National Sample Surveys (NSSOs), National Family Health Survey (NFHS), Tamil Nadu Economic Appraisal, Tamil Nadu Human Development Report, Human Development Report and District Statistical Handbook of Tirupattur. Using a multi-stage sampling method, the primary data were collected through a well-structured interview schedule from 150 households in the Nellivasal Nadu Panchayat of Jawadhu hills, Tamil Nadu. The study found that factors like caste, religion, gender, parents' education, occupation, landholding, and income play a significant role in determining the level of education. ST and SC students have more access to government institutions than aided and private institutions. To an extent, the study will also assess educational programs like Eklavya Model Residential Schools (EMRS) and Government Tribal Residential Schools (GTRS) and the challenges tribal students face. Furthermore, it will also suggest policies to strengthen tribal education in Tamil Nadu, India.

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From the macro perspective, this study analysed the level of literacy and educational status of different social groups in major states of India. In the micro perspective, the primary data were collected from 145 households of Chinnamal Cheruvu village of Vellore district in Tamil Nadu, India.

Paper long abstract:

The level of literacy, school education and higher education in India has enhanced remarkably over the periods. The literacy rate in India was 77.5 per cent in 2017-18 (National Sample Survey Report No.588). However, the accessibility among different social groups is diverse and as a result, the outcomes are different for different social groups. Historically, Scheduled Castes (SCs) and Scheduled Tribes (STs) have lagged behind other social groups in all socio-economic development due to the deeply embedded caste system and structure of social hierarchies. This was reflected in the level of literacy and educational status of different social groups, the literacy rate of STs was 69.4 per cent, SCs was 72.1 per cent, Other Backward Castes (OBCs) was 76.65 per cent and other advanced social groups was 85.7 per cent. On the other hand, the recent National Family Health Survey 5 (NFHS, 5. 2019-21), indicated that the not enrolled in school education is highest among Scheduled Tribes (STs), followed by Scheduled Castes (SCs) than Other social groups in India. Similarly, more years of completing school education is highest in Other social groups followed by Other Backward Castes (OBCs), SCs and STs. Further, educational-related variables like Gross Attendance Ratio (GAR), Net Attendance Ratio, Gender Parity Index (GPI), and dropout level are underprivileged to SCs and STs. In this context, this paper examines the educational disparities among social groups in India with macro and micro perspectives. From the macro perspective, this study analysed the level of literacy and educational status of different social groups in major states of India with the support of NFHS 5 and National Sample Survey Reports on Household Social Consumption on Education in India. In the micro perspective, the primary data were collected in 145 households of Chinnamal Cheruvu village of Vellore district in Tamil Nadu, India. Both macro and micro studies revealed the large gap at the level of education between SCs and other social groups. Further, micro studies revealed that majority of SC students have enrolled in Government schools and colleges and on the other side, the other social groups have enrolled in private schools and colleges.

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Paper short abstract:

The paper endeavours to find out the successful implementation of preschool education among the Baiga children- a PVTG of Madhya Pradesh in India, and concludes the importance of socio-cultural context and the content in the curriculum for the successful implementation of preschool education.

Paper long abstract:

India has an Early Childhood Care and Education Policy that aims to provide a solid foundation for lifelong education and health for all children up to the age of six. Learning is concerned with modifying the child's behaviour so that he/she can adapt to the surroundings and adjust to the environment to suit his/her personality. Looking at the marginalized condition, Preschool education is very essential for tribal children, which should be supported by their parents at home and by the teaching and learning process. Developing a curriculum for early childhood care and education that includes the tribal community's historical and socio-cultural context and traditional knowledge can make learning more relevant for the children. This study is an attempt to analyze the Preschool education of the Baiga, one of the PVTGs of the state of Madhya Pradesh within the framework of Socio-cultural theory and from empirical data we endeavour to bring the finding of the study which is crucial for the fruitful implementation pre-school education among this marginalized community.

Keywords: The Baiga, PVTGs , Pre-school education

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Paper short abstract:

The educational system functions as a cultural mediator, and unequal "effects are built within schools" via cultural reproduction. Implicit biases, cultural assumptions, and ideological elements embedded in the curriculum contribute to the reproduction of societal inequalities.

Paper long abstract:

This study examines the role of education and its mechanisms of cultural distribution within society, focusing on education as a pivotal institution. It underscores the role of educational institutions and state policy in preserving and generating knowledge, drawing on Antonio Gramsci's insights to highlight their contribution to ideological dominance. The key questions posed regarding the content taught in schools revolve around the social functions of knowledge and the role of textbooks in producing the domains of objects and rituals of truth. This study seeks to explore the intricate interplay between curricular knowledge and social relations within classrooms, emphasizing schools' involvement in social and economic reproduction and the distribution of cultural capital. Through the content analysis of the National Council of Educational Research and Training (NCERT) social sciences books from classes VIII to XII, this paper explicates how ideological reproduction takes place through the curriculum. The focus is on revealing how educational institutions have evolved into sites where children from diverse backgrounds are expected to assimilate the necessary cultural norms of the educational system. By critically analyzing the NCERT social sciences curriculum, this study seeks to shed light on how the educational system functions as a cultural mediator, in how unequal "effects are built within schools" via cultural reproduction. It aims to identify the implicit biases, cultural assumptions, and ideological elements embedded in the curriculum that may contribute to the reproduction of societal inequalities.

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This paper aims to illuminate my personal experiences as an indigenous Dalit and minority engaging with anthropology in a Muslim-majority country within the larger context of the postcolonial states of South Asia.

Paper long abstract:

Engaging in the realms of teaching, reading, and conducting anthropological research within religiously immersed postcolonial states in South Asia unveils a unique set of experiences. Within societies like Pakistan, where religious political knowledge holds a prominent place, the landscape of teaching anthropology takes on distinctive dimensions. Here, the prevailing societal mindset often places constructed history as a Muslim state at the forefront, overshadowing the rich and diverse inherited history of regions such as the ancient Indus civilization. The majority of students and educators hail from religiously inclined families, fostering a prevailing belief that their understanding of religion and culture surpasses that of other communities. As one delves into the teaching or research of various tribes and communities, the challenges become evident. Diverse subjects such as the history of religion, evolution, and human-animal studies sometimes face scepticism, being perceived as non-practical or even labelled as atheistic pursuits within these countries. These challenges underscore the distinctive issues faced by postcolonial religious states in South Asia. This paper aims to illuminate my personal experiences as an indigenous Dalit and minority engaging with anthropology in a Muslim-majority country within the larger context of the postcolonial states of South Asia. It delves into the complexities of navigating religiously centric perspectives, fostering dialogue around diversity, and overcoming preconceived notions that hinder the pursuit of anthropological knowledge in this unique socio-cultural landscape.

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Paper short abstract:

KGBV schools for girls of marginalized sections are intended to minimize gender disparity and enhance livelihood security. The objective is to evaluate its impact. Data collected randomly from 125 inmates, their parents and school authorities, found a positive impact on their livelihood.

Paper long abstract:

India introduced innovative residential schools called Kasturba Gandhi Balika Vidyalaya (KGBV) in 2004 with skill inputs for girls of marginalized groups between the age group of 10-14 to minimize gender disparity and enhance livelihood security. 125 inmates from the Ganjam district were chosen on a random basis to find out the institutional impact on health, sanitation, education and livelihood. Observation and interview methods were used to elicit data from schools, parents and others concerned. A recall method for inmates’ food consumption was done and Body Mass Index was measured. It was found that the impact has been positive in education and livelihood enhancement but not in health. Students maintain ethnic identity and need a balanced diet to improve physical and mental health.

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Paper short abstract:

For educational democracy, Acts of the Constitution and enactments of policies and programs made little progress among the marginalized. Some remained unfinished needs a holistic approach, political will and awareness of the beneficiaries.

Paper long abstract:

Many social scientists identified Indian society as hierarchical by birth where marginalized are the women, scheduled castes, scheduled tribes and other backward classes. This paper covers only Scheduled castes (SCs) and Scheduled Tribes (STs) who during the feudal period and colonial regime were denied accessibility to educational development. Restricted access to livelihood resources and other development avenues including the educational institutions forced the marginalized section conspicuous. After independence, the lawmakers and development personnel treated the marginalized them as preferentially discriminated categories and carved out constitutional provisions to help them develop, first through their own genus and then through constitutional mandates. Although reservations were made to favour them and the educational policies targeted to bring them to the mainstream of life, not much encouraging outcome realized. Possibly due to the lack of public proclamation of the constitutional mandates and political will of the administration coupled with poor awareness about the rights given to them often encounter many constraints. The paper is based on documented sources available in the public domain. The exploration indicated that it needs a fresh look to connect the aspirations of the marginalized at the grassroots with those of the constitutional mandates and development supports extended by the state for education. Education as one of the major development incentives is not an independent entity to deal with. Therefore, this crisis has to be diagnosed, contextually, holistically and judiciously to locate where the shoe pinched.

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Paper short abstract:

Tribal migration from Chattisgarh to Andhra Pradesh presents a unique set of educational challenges, particularly in terms of responding to cultural shifts. This study investigates the unique challenges that Chattisgarh's tribal migrants face in Andhra Pradesh's educational system.

Paper long abstract:

A distinct set of educational obstacles arises from the occurrence of tribal migration from Chattisgarh to Andhra Pradesh, especially when it comes to adjusting to cultural shifts. This study explores the particular difficulties that tribal migrants from Chattisgarh confront in the educational system of Andhra Pradesh, with an emphasis on the effects of cultural shifts. With the use of a case study methodology and pertinent statistics, the study seeks to highlight these difficulties and offers doable recommendations for resolving the cultural aspect of their educational path.

The difficulties faced by tribal migrants from Chattisgarh in Andhra Pradesh are as follows:

1. Identity Crisis and Cultural Transition: Tribal students frequently experience an identity crisis as a result of the cultural shift from Chattisgarh to Andhra Pradesh. A feeling of bewilderment and alienation may result from the loss of well-known cultural customs and traditions. Research suggests that approximately 40% of tribal migrant students in Chattisgarh face identity-related difficulties that hinder their participation in the educational process.

2. Social Integration Challenges: Tribal students may struggle to connect with peers owing to cultural differences, making social integration an important element of schooling.

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Study is centered on the comparison b/w the traditional and modern educational systems prevalent among Konyak Nagas, focusing on the role played by their youth dormitories Morungs. Research observes disparities b/w formal and informal education and evaluates academic progress of primary students.

Paper long abstract:

In tribal societies, before the establishment of formal education systems, plenty of learning techniques existed. The north-eastern region of India housed a diverse array of tribal communities, Youth dormitories of Konyak Nagas, an institution known as Morungs, played a pivotal role in the process of social harmony. This enduring tradition not only serves as a locus for communal governance but also acts as a platform for decision-making and the arranging communal festivities. The objectives of this study are twofold: firstly, to elucidate the disparities between formalized and informal educational frameworks, and secondly, to assess the academic proficiency of primary-level students. Primary data was collected from the selected villages of Mon District of Nagaland. The research employs the framework of continuity and change for analysis, utilizing both qualitative and quantitative methodologies. 13 in-depth interviews were conducted with elderly persons to understand traditional educational practices. A self-designed questionnaire referencing the ASER Report was administered to 250 Class-5 students, representing a total of 9 schools, encompassing both private and government institutions to asses primary education. The tool elicited basic socio-demographic data. The reading and mathematics assessment tools were used to assess students' learning ability. In the reading assessment, approximately 200 students demonstrated proficiency in reading poems, while in the mathematics assessment, only 50 students could attempt the questions, with a mere 10 students answering correctly out of the total cohort of 250. The findings of the study revealed a decline in traditional educational practices, coupled with the inefficacy of modern educational methodologies. Furthermore, even private educational institutions exhibited suboptimal performance. The academic proficiency of students remains abysmally low, with over 70% who failed to acquire knowledge effectively.

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Paper short abstract:

This paper catalogues how the ideologically neoliberal interventions of Teach for India and affiliate NGOs – especially their insistence on entrepreneurial selfhood – alienate children from low-income backgrounds from their own families and communities.

Paper long abstract:

In India, the central government and various states, and local governments have Memorandums of Understanding with private organisations who support in administering education provision. One of the largest of these is Teach for India, and the Teach for India network proliferates through alumni of the TFI teaching fellowship, who launch their NGOs. One problem is that many in the TFI community have expertise in economics and engineering but lack sociological, anthropological, and political understandings of inequality. As these graduates seek to influence education policy and practice through their NGOs, they design pedagogies and assessment tools that imagine students as individuals to measure and invest in, not as members of extant marginalised communities with their values and practical knowledge. This paper draws on ethnographic fieldwork conducted in Delhi between 2016 and 2020 by a white male British anthropologist, and the lived-experience of a TFI alumna who continued to work in India’s education development sector post-fellowship. Since they met in 2016, Rich and Jasmine have shared their experiences of India’s education development sector and sought ways to critique and shift practices through their interventions. This paper catalogues how the ideologically neoliberal interventions of TFI and affiliate NGOs - especially their insistence on entrepreneurial selfhood - alienate children from low-income backgrounds from their own families and communities. By attempting to standardise English, competitiveness, and the value of the modern ‘individual’, these NGOs pedagogically underserved the marginalised communities they set out to support.

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Grounded in anthropology of policy, this paper interrogates how science of reading reforms are introduced to meet the needs of marginalized students in the U.S. Yet it is corporate and private sector providers with ties to conservative think tanks and philanthropies that benefit from SOR reforms.

Paper long abstract:

In the last five years, science of reading (SOR) reforms that require increased attention to foundational skills instruction in grades K-3 have been introduced across the U.S. (Schwartz, 2022). Claiming that a lack of access to SOR-based instruction constitutes a civil rights violation (see Ellis et al., 2023; NCTQ, 2022), SOR advocates promote a reading reform that standardizes instruction, increases assessment requirements, and imposes prescribed content for teacher education programs. The purpose of this paper is to examine how SOR advocates used narratives of injustice and civil rights violations to legitimate agendas of corporate policy actors involved in promoting literacy reforms. Utilizing a theoretical perspective of policy as performance (Goffman, 1974; Edelman, 1988), this paper interrogates the construction of reading reforms, decision-makers' interactions around them, and the presentation of these reforms to the public. Grounded in the anthropology of policy (Shore, Wright and Però, 2011), this study examines interactions between legislators, policymakers, and policy advocates as they construct stories of a “literacy crisis” and argue that BIPOC students need phonics instruction to succeed. Drawing on a comparative case study of reading policies in Tennessee, Texas, California, and Wisconsin, the study documents how “civil rights” arguments disguise the involvement of conservative think tanks and major philanthropies in curriculum reforms. Reforms are promoted in the name of BIPOC student achievement, and yet their voices are largely absent from these deliberations. Through the introduction of SOR reforms, the state emerges as a protector of private sector profits rather than multiply marginalized students.

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Paper short abstract:

Based on the analysis of the evolution of educational policies applied to indigenous peoples in Costa Rica, it seeks to reflect on the scope, challenges and current obstacles in the effective inclusion of cultural patterns and indigenous languages in the formal education system.

Paper long abstract:

For many years, the Costa Rican state applied an educational system with a marked assimilationist approach to the indigenous population. Indigenous peoples have always represented a low percentage of the total population (they currently represent about 2%). It was in the last decades of the 20th century that educational policies and approaches began to change, with greater openness and recognition of indigenous cultural patterns and languages in the formal education system offered to this type of population. In this paper, we will first present the educational policies applied to indigenous peoples in Costa Rica between the 1980s and the present. From there, the main positive and negative impacts they have had on the country's indigenous peoples, who have different historical, cultural and linguistic particularities among them, will be discussed. Subsequently, innovative educational experiences will be mentioned through specific projects that have been developed between universities, the Ministry of Education and indigenous peoples. Finally, it is recognized that the Costa Rican state has made important advances in intercultural bilingual education from the 1980s to the present; however, there are still many challenges and obstacles to resolve.

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Paper short abstract:

Using the anthropology of policy approach, we analyse ethnographically how a Universalisation of Higher Education policy, which aimed to (re)democratise university access, affected previously excluded people. Its effects are largely unexplored.

Paper long abstract:

Reforms in university access have impacted Cuban society in many ways since 1959. Initially, policies universalised and democratised access to Cuban universities but they became increasingly elitist between 1985-2000. Facing high unemployment rates and other social issues, the government launched a new reform to open up universities to those once excluded. The effects of this Universalization of Higher Education policy (2001-2010), which formed part of the Third Education Revolution program, have not been fully studied. In this paper, we ethnographically explore some effects of the Universalisation of Higher Education as an access policy on individuals once excluded by the traditional access system. How do those people experience their university training after being excluded? What opportunities have they had as students and professionals? How does their training change their social engagement? We address these questions using the anthropology of policy approach (Shore and Wright 1997) to study the effects of that access policy on its beneficiaries. This research is based on fieldwork in process in a peripheral Cuban province. This research aims to fill a gap in ethnographic studies of Cuban higher education policy. At the same time, it will provide grounded knowledge for the policy-making process regarding higher education access in the Cuban context.