Social Inclusion and Education in India: Scheduled Tribes, Denotified Tribes and Nomadic Tribes

221 Pages·2020·1.352 MB·English

by  Ghanshyam Shah, Joseph Bara

Social Inclusion and Education
in India
This book examines social inclusion in the education sector in India for
scheduled tribes (ST), denotified tribes and nomadic tribes. It investigates
the gaps between what was promised to the marginalized sections in the
constitution and what has since been delivered.
The volume:
• Examines data from across the Indian states on ST and non-ST students
in higher, primary and secondary education;
• Analyses the success and failures of education policy at the central and
state level;
• Brings to the fore colonial roots of social exclusion in education.
A major study, the volume will be of great interest to scholars and researchers
of education, sociology and social anthropology, development studies and
South Asian studies.
Ghanshyam Shah is a former professor of social sciences at the Centre
of Social Medicine and Community Health, School of Social Sciences,
Jawaharlal Nehru University, New Delhi, India.
Joseph Bara is a former faculty member at the Indian Institute of Dalit Stud-
ies, New Delhi, India.

Social Inclusion and
Education in India
Scheduled Tribes, Denotified Tribes and
Nomadic Tribes
Edited by
Ghanshyam Shah and Joseph Bara
First published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2020 selection and editorial matter, Ghanshyam Shah and
Joseph Bara; individual chapters, the contributors
The right of Ghanshyam Shah and Joseph Bara to be identified
as the authors of the editorial material, and of the authors for
their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act
1988.
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British
Library
Library of Congress Cataloging-in-Publication Data
Names: Shah, Ghanshyam, editor. | Bara, Joseph, editor.
Title: Social inclusion and education in India : scheduled tribes,
denotified tribes, and nomadic tribes / edited by Ghanshyam
Shah and Joseph Bara.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2020. |
Includes bibliographical references and index.
Identifiers: LCCN 2020010832 (print) | LCCN 2020010833
(ebook)
Subjects: LCSH: Educational equalization—India. | Social
integration—India. | Tribes—India—Social conditions.
Classification: LCC LC213.3.I4 S63 2020 (print) | LCC LC213.3.I4
(ebook) | DDC 379.2/60954—dc23
LC record available at https://lccn.loc.gov/2020010832
LC ebook record available at https://lccn.loc.gov/2020010833
ISBN: 978-0-367-20233-0 (hbk)
ISBN: 978-0-429-28184-6 (ebk)
Typeset in Sabon
by Apex CoVantage, LLC
Contents
List of illustrations vii
List of contributors xi
Preface and Acknowledgements xiv
List of abbreviations xvi
1 Introduction: tribes in India and their education 1
GHANSHYAM SHAH AND JOSEPH BARA
2 Tribal education in central India: conditions under
colonialist and nationalist moves 32
JOSEPH BARA AND ANUBHUTI AGNES BARA
3 Uneven growth and a hurdled path: education of the
scheduled tribes in Chhattisgarh 56
H. BECK
4 Strands of educational participation of scheduled tribes: the
case of Jharkhand 71
VIJAY BARAIK
5 Academic performance of the scheduled tribe students in
West Bengal 85
JOHN B. TIRKEY AND SUDASH LAMA
6 Under the shadow of prosperity: scheduled tribe students
in Gujarat 100
J.C. PATEL
vi Contents
7 The paradox of education: stereotyping equality of the
scheduled tribes in Odisha 117
SASHMI NAYAK
8 Invisible discrimination: educational status of the scheduled
tribes of Telangana state 134
BHANGYA BHUKYA
9 Outliers in Kerala: educational status of scheduled tribes 148
S. IRUDAYA RAJAN AND S. SUNITHA
10 Educational status of the denotified tribes of Telangana 160
VIJAY KORRA
11 Educational constraints and condition of denotified,
nomadic and semi-nomadic tribes in Rajasthan 176
MADAN MEENA
Appendix: Method and sample for ST ICSSR–sponsored
studies on “education status of scheduled tribes:
attainments and challenges” (ICSSR: ESTAC) 192
Index 195
Illustrations
Figures
6.1 Difficulty in understanding the classroom teachings 113
11.1 Literacy rate of Rajasthan in comparison to the literacy
rates of DNTs, NTs and SNTs 185
11.2 Fall in enrolment of DNT community students in different
classes by gender 189
Tables
3.1 Number of schools under different types of management
in Chhattisgarh 60
3.2 Community profile showing number of villages with
various types of schools 61
3.3 Drop-out rate at the primary level, 2009–10 63
3.4 Drop-out rate at the upper primary level, 2009–10 63
3.5 Tribe/caste present family occupation and head-of-family
income as reported by student respondents (percentage) 64
3.6 ST and non-ST student respondents’ involvement in
classroom learning (percentage) 66
3.7 Teachers in primary and upper primary schools 69
4.1 Distribution of sample students by gender (nos.) 72
4.2 Sampling criteria and sample districts 73
5.1 Distribution of student respondents by type of
management of school and college (percentage) 86
5.2 Distribution of students by religion (percentage) 87
5.3 Main occupation of head of household of school and
college students by rural and urban social group (percentage) 89
5.4 Distribution of student households that hold a type of
family ration card (percentage) 89
5.5 Distribution of completed education of head of household
by rural and urban area (percentage) 90
viii Illustrations
5.6 Distribution of students reporting family members’
relatives that know English (percentage) 91
5.7 Distribution of students reporting regular class
attendance in the last three months by rural and urban
area (percentage) 92
5.8 Students’ results in the last year’s annual examinations by
rural and urban area, government and private and social
group (percentage) 92
5.9 Distribution of students of government and private
schools having failed at least one examination by rural
and urban area (percentage) 94
5.10 Distribution of college students by range of marks
obtained in higher secondary examinations (percentage) 95
5.11 School/college students’ reasons for poor performance in
examinations (percentage) 95
5.12 Distribution of school and college students’ indication of
whether they understand classroom teaching (percentage) 96
5.13 Distribution of school and college students studying in
government and private institutions and rural and urban
residents by level of educational aspiration (percentage) 97
5.14 Distribution of ST college students by occupational
aspiration and by gender and rural and urban area
(percentage) 98
6.1 Main occupation of the heads of the households
(percentage) 104
6.2 Literacy rate of individual scheduled tribes in 2011 105
6.3 Educational status of ST and non-ST families (percentage) 107
6.4 GER and NER in India and Gujarat 108
6.5 Main occupation of the heads of the students’ households
(percentage) 110
6.6 Any close relative of the students in a government job
(percentage) 110
6.7 Modern assets possessed by students’ families (percentage) 111
6.8 Highest education level in the family (percentage) 112
6.9 Family background of upper primary students who
reported having difficulties in comprehension (percentage) 114
6.10 Pupil–teacher ratio in primary schools in tribal areas 115
7.1 Sample students at various levels 118
7.2 Number of schools by management from primary to
secondary level in Odisha 121
7.3 Drop-out rate in primary, upper primary and secondary levels 123
7.4 Distribution of ST upper primary and secondary students
according to their reasons for choice of school (percentage) 124
7.5 Distribution of secondary school students by their
performance in the last annual examination (percentage) 125
Illustrations ix
7.6 Distribution of households by their expenditure on
secondary and senior secondary education
(percentage) 126
7.7 Pre-matric scholarship (Rs) for ST students 127
7.8 Educational attainments at secondary and senior
secondary school examinations 128
7.9 Student, faculty and staff: gender and social
representation (percentage) 129
7.10 Educational attainments at secondary and senior
secondary school examinations 129
7.11 Distribution of students according to their performance
in annual examinations (percentage) 131
8.1 Tribal population in Telangana state, 2011 (excluding the
seven mandals transferred to Andhra Pradesh) 135
9.1 Share and decadal growth rate of scheduled tribes in
Kerala, 1961–2011 149
9.2 Proportion of population, sex ratio and literacy rate
among STs in Kerala, 2011 149
9.3 Literacy and educational level of STs in Kerala, 2011
(percentage) 150
9.4 Samples selected for the ST study, 2014 152
9.5 Socio-economic background of the ST households
(percentage) 153
9.6 Educational background of the household members,
2014 (percentage) 154
9.7 Performance of students in the last year’s examination
(percentage) 156
9.8 Reasons for poor performances of high school and
college students (percentage) 157
10.1 Distribution of sample households by communities and
districts (percentage) 162
10.2 DNT households according to reservation status and
traditional occupation 163
10.3 DNTs’ settlement patterns in terms of rural and urban
residence (percentage) 164
10.4 Possession of basic entitlements by DNT households
(percentage) 165
10.5 Distribution of households practising traditional
occupations (percentage) 166
10.6 Distribution of households by ownership of agricultural
land (percentage) 166
10.7 Educational status of members of respondent households
(ages 6 to 23) (percentage) 167
10.8 Reasons for never enrolling in school (ages 6 to 23)
(percentage) 168