Abstract
Education as a process, it has a supreme importance in empowering people, especially the weaker sections of the society. In the context of the marginalized sections, education is claimed to be the weapon for their liberation and an agency that enhance their radical expressions and negotiations. But rendering of education in the present contexts are observed to be the reproduction of certain hegemonic power structure in the society. Educational processes the values of democracy have been violated by providing no equality in terms of knowledge and culture. The long histories of exploitation and oppression continue to operate in the tribal mindset and consciousness in the very corner of their lives. Hence, the present inquiry on the school education system among the tribal people is done by analyzing the different contexts which finds critics in the existing patterns. The learning environment is school, the socio-economic profile of tribal students, their own stated preferences and perceptions, and hindrances faced by them are examined in this study. The inquiry tries to assess qualitatively how far the indigenous know – how is important to the tribal people in the present context and how much the formal
Published Version
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