Send message to Author

Paper short abstract:

Indigenous face loss of culture, language, and forced assimilation; Gond tribes in Gadchiroli, India combat this by establishing community-run schools preserving the Gondi language, and culture. Legal recognition is sought to challenge assimilative education frameworks.

Paper long abstract:

The global extinction of indigenous languages threatens cultural heritage. In India, despite 74 years of democracy, tribal communities struggle for education in their mother tongue, essential for preserving language, culture, and traditions. The Gond tribes in Gadchiroli, Maharashtra, initiated a groundbreaking effort - 'Paramparik Koya Dnyanbodh Sanskar Gotul,' the first Gondi language school. State-run schools force tribal students into Marathi medium, hindering cultural preservation. This community-run school, entirely managed by Gram Sabhas, addresses this gap. Pedagogy is rooted in traditional culture, teaching arithmetic and sciences in Gondi alongside English, with a practical approach covering community history, social reformers, farming techniques, traditional medicines, and more. The school, named 'Gotul,' symbolizes a blend of traditional and modern education. In tribal dialect 'Gotul' means an educational institution of tribal community in which youths are trained and imparted with the traditional knowledge.

This initiative challenges post-colonial education frameworks that historically assimilated tribals through Christian missionaries, Gandhian Ashram Schools, state-run schools, and Hindutva groups. Resembling the residential schools of Canada and the USA continued till the 20th century, these systems disrupted tribal ties with culture and language. The Gondi school, a resistance effort, faces bureaucratic complexities in obtaining recognition.

The emergence of this school signifies a powerful endeavor to establish an educational ethos for tribals. A legal petition seeks enforcement of constitutional rights, PESA Act (1996), and Forest Rights Act (2006) to protect their distinct identity and challenge assimilative education practices.