Paper short abstract:

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.