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Educational deprivation among tribes

September 15, 2023

Source: Educational Deprivation of the Tribes : Insights from the Block–level Study | Economic and

Political Weekly (epw.in)

Syllabus Mapping: Tribes, Problems of Tribes, Education and Social Change

Introduction

There are over 104.5 million people in 705 communities recognized as the Scheduled Tribes,

comprising 8.6% of the total population of the country (Census 2011).

Reasons for Educational deprivation of tribes in India:

• The Pratichi Institute (2012) report identified three key obstacles in the effective

implementation of policies meant for tribal education:

o linguistic disparities between the state and the native tribal languages;

o vast linguistic diversity across tribal communities; and

o small population sizes within each tribal group, ranging from 100 to 300 individuals.

• Discrimination and stereotypes against tribal communities can affect their access to quality

education. Bias from teachers and peers can create an unwelcoming environment in schools.

Despite integration into the mainstream schooling, tribal students continue to face various

forms of discrimination.

• Schools in tribal areas frequently suffer from a shortage of qualified and motivated teachers.

Many teachers are unwilling to work in remote areas due to inadequate infrastructure, lack

of amenities, and isolation.

• Many tribal communities live in remote and hilly areas with limited infrastructure, making it

difficult to access schools. Lack of proper roads and transportation facilities can deter

children from attending school regularly.

• Some tribal communities lack awareness about the importance of education. Parents may

not fully understand the long-term benefits of sending their children to school.

• Velaskar(2005) examined the tribal girls’ access to education in Maharashtra, where in most

cases they ended up in a one room-one-teacher school, resulting in a compromised

educational experience. Early marriage, household responsibilities, and social pressures also

contribute to girls leaving school prematurely.

Theoretical Framework on Educational Deprivation of Tribes:

• From a Marxist perspective, capitalism and the pursuit of profit contribute to the neglect of

tribal communities. Private education institutions may prioritize profit over providing affordable

and quality education to marginalized groups like tribes.

• From a functionalist perspective, education systems are seen as fulfilling various functions in

society, including socialization and skill development. However, for tribal communities, present

education system might not adequately address their unique cultural and linguistic needs,

leading to disengagement and poor performance.

• Conflict theory argue that state policies can be influenced by dominant groups, perpetuating

educational disparities. Policies that do not address the unique needs of tribal communities can

lead to conflict and resistance.

• Interactionism emphasizes how labels and stereotypes assigned to individuals or groups can

influence their self-concept and behavior. In the context of tribal education in India, the labeling

of tribal students as “backward” or “underprivileged” can contribute to lowered expectations,

self-esteem issues, and a lack of motivation to perform well in school. These negative labels can

become self-fulfilling prophecies.

• Pierre Bourdieu used the concept of cultural capital to explain how social inequalities are

perpetuated and reproduced. In terms of cultural capital, tribals have their own unique culture,

experiences, practices, and language different from the dominant social groups. This can create

barriers to academic success and social integration, as educational systems often priorities the

mainstream cultural capital.

o Their unique cultural capital may not be valued or recognized, thereby widening the

learning gap. This can also result in a devaluation of their cultural identity and traditions,

potentially leading to a loss of self-esteem and limited opportunities.

Conclusion

Amartya Sen’s capability approach points out that the benefit of education is not only confined to

the materialistic well-being alone, but also extends to the non-economic aspects like social, cultural,

religious, ethical and emotional development. So ensuring equitable access to education for tribal

populations, through Government initiatives, civil society organizations, and community-led efforts

can lead to the wholistic development.

Other relevant articles for the day

1. Malnutrition and inequality

https://www.deccanherald.com/opinion/panorama/inequality-amplifies-malnutrition

crisis-in-india-1226099.html

Syllabus mapping:- poverty and deprivation