Scheduled tribes (ST) students: Challenge & development
DOI:
https://doi.org/10.14295/bjs.v2i10.373Keywords:
ST students, Bedia and Santal community, cultural mismatchAbstract
High School education for ST students is seen as one of the most emerging policy issues of contemporary India. Teachers engaged in teaching of ST student’s face unique set of challenges, which are emerged primarily from the unique cultural patterns of Bedia and Santal community. This study was conducted in the native area of Nadia district of west Bengal. Interview of the teachers was conducted in order to get valuable data for understanding the research problem. Data was subjected to rigorous of content analysis to unveil the major themes and patterns in the interview data. The study identified that the issue with teaching ST students lies in their inability to adapt in normal school conditions. The study also reveals that there are large gaps between school culture and family culture of children, creating a situation of cultural mismatch, resulting into creating discipline problems, management problems and poor responsiveness of Bedia and Santal students towards academic activities.
References
Annamalai, E. (1990). Linguistic dominance and cultural dominance: A Study of Tribal Bilingualism in India. In: Multilingualism in India, edited by Pattanayak, D. P., (1990), pp. 25-35. Clevedon, England, Multilingualism Matters.
Annamalai, E. (2001). Managing multilingualism in India: Political and linguistic manifestations, 8, 1-239. Language and development (New Delhi, India) SAGE. https://searchworks-lb.stanford.edu/view/4568537
Balagopalan, S., & Subrahmanian, R. (2003). Dalit and adivasi children in schools: Some preliminary research themes and findings. IDS Bulletin, 34(1), 43-54. https://doi.org/10.1111/j.1759-5436.2003.tb00058.x DOI: https://doi.org/10.1111/j.1759-5436.2003.tb00058.x
Bapat, N. V. (1994). A few thoughts on Tribal Education. Vanyajathi Journal, 54-49.
Gautam, V. (2003). Education of tribal children in India and the issue of Medium of Instruction: A Janshala experience. UN/Government Janshala Programme, New Delhi, India, pp. 1-7.
Kabeer, N. (2006). Poverty, social exclusion and the MDGs: The challenge of ‘durable inequalities’. In in the Asian Context. IDS Bulletin, 37(3), 64-78. https://doi.org/10.1111/j.1759-5436.2006.tb00270.x DOI: https://doi.org/10.1111/j.1759-5436.2006.tb00270.x
Kumar, K. (1983). Educational experience of scheduled castes and tribes. Economic and Political Weekly, 18 (36/37), 1566-1572. https://www.jstor.org/stable/4372479
Mahapatra, B. P. (1979). Santali language movement in the context of many dominant languages. Language Movements in India, Mysore: Central Institute of Indian Languages.
Mishra, R. C., & Joshi, S. (2015). Acculturation and children’s education in a rural Adivasi community. Indian Educational Review, 53(1), 7-24.
Mukherjee, A., & Goe, W. (2011). Cultural imposition and inequality: A case study of tribal education in India. Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Caesar's Palace, Las Vegas.
Muthukumar, U., & Tamilenthi, S. (2013). A study of academic problems of tribal students of higher secondary schools in kolli hills in Namakkal district. Journal of Multidisciplinary Scientific Research, 1(3), 31-36.
Rathnaiah, E. V. (1977). Structural constraints in tribal education. New Delhi: Sterling Publishers.
Rani, P. (2011). An analysis of tribal women’s Education in India. International Conference on Social Science and Humanity IPEDR, 5, IACSIT Press, Singapore.
Sujatha, K. (1987). Education of these forgotten children of the forests: A case study of Yenadi Tribe. New Delhi: Konark Publishers.
Sujatha, K. (1994). Educational Development among Tribes: A Study of Sub Plan Areas in Andhra Pradesh. New Delhi: South Asian Publication.
Sujatha, K. (2000). Education of India Scheduled Tribes: A study of community schools in the District of Vishakhapatnam, Andhra Pradesh. Working document in the series: Strategies of education and training for disadvantaged groups. Published by International Institute for Education Planning/UNESCO, 7-9 rue Eugène-
Delacroix, 75116, Paris. https://jaromproject.files.wordpress.com/2013/01/education-of-india-scheduled-tribes-unesco.pdf
Suri, K. (2014). Teaching the nomads in the wild: An analysis of seasonal educational schools for nomadic populations in Jammu and Kashmir. Asian Journal of Multidisciplinary Studies, 2(3), 29-33.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pran Krishna Sarkar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
