The inclusion of minorities in the changing dynamics of education

Abstract

Manipur, in northeast India, is a melting pot of indigenous communities, namely Meiteis (the dominant community), Muslims (locally known as Pangals),1 tribes, such as Nagas and Kukis, and others. Among these, the Pangal community is the most disadvantaged in Manipur, in terms of its educational status and employment. This chapter examines the educational and social underdevelopment of the Pangal community using historical accounts and recent empirical observation. Important questions raised in the chapter include: why is the Pangal community lagging behind other communities, in terms of higher education and employment opportunities within the state? Since the state of Manipur adopted the reservation system in 2006, there have been some half-hearted attempts at changing the Pangals’ educational status. Why did the government not follow the inclusive policy before 2006? Was this policy framed inclusively by the state? Based on these questions, an attempt has been made to explore the historical trajectory of the extremely deplorable educational status of the Pangal community in Manipur, from the precolonial period to the post-independence period. The chapter also examines the impacts of socio-economic and political factors on the educational status of the minority Pangal community in Manipur, particularly in higher education, after the implementation of reservation system. The chapter presents comparative data to highlight the lacuna of the awareness-cum-professional programmes related to the educational sector, as well as the decrease in the percentage of the reservation meant for the Pangals, in education and employment. It finds that their educational and employment status is lagging far behind those of other religious communities.