Quality education in tribal/adivasi areas: Experiences of southern hill area in Manipur
By: Akhup, Alex and Leivo, Kimnei Salviana
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BookPublisher: Social Action: A quarterly Review of Social Tends Description: 71(4), Oct-Dec, 2021: p.327-340.Subject(s): Quality education, Tribal-adivasi-indigenous perspective, Opportunities, Self-determination, Tribal areas, Education policy
In:
Social Action: A quarterly Review of Social TendsSummary: A renewed attempt has been made through the NEP 2020 to address the persisting educational issues of ‘socially and economically disadvantaged groups’ suited to the Indian cultural ethos. The policy makes a commitment to revamp the system, curriculum and pedagogy to achieve the desired quality education. Given this, this paper attempts to understand the emerging trends and practices in formal school education. Through a case observation of tribal/hill areas of Manipur bordering Myanmar and substantiated by available data, it argues that tribal communities at the local level have been actively negotiating with the given formal education for ensuring opportunities and self-determination. To this end, this paper contributes to knowledge of policy and practice for inclusive and equitable quality education. – Reproduced
| Item type | Current location | Call number | Vol info | Status | Date due | Barcode |
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Articles
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Indian Institute of Public Administration | 71(4), Oct-Dec, 2021: p.327-340 | Available | AR126508 |
A renewed attempt has been made through the NEP 2020 to address the persisting educational issues of ‘socially and economically disadvantaged groups’ suited to the Indian cultural ethos. The policy makes a commitment to revamp the system, curriculum and pedagogy to achieve the desired quality education. Given this, this paper attempts to understand the emerging trends and practices in formal school education. Through a case observation of tribal/hill areas of Manipur bordering Myanmar and substantiated by available data, it argues that tribal communities at the local level have been actively negotiating with the given formal education for ensuring opportunities and self-determination. To this end, this paper contributes to knowledge of policy and practice for inclusive and equitable quality education. – Reproduced
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