Tribal Children in Odisha and their right to Education in the Home Language

Bibliographic Data

ID11447126
AuthorsJisu Ketan Pattanaik (Jisu Ketan Pattanaik holds a PhD in Sociology from Sambalpur University in Odisha and is an Assistant Professor (Sociology) at the National University of Study and Research in Law (NUSRL) at Ranchi in Jharkhand, India. He has research and teaching experience in Development Studies, Gender Development, Criminology and Primary Education Systems., corresponding author)
Year2020
Volume40
Issue2
Pages163-180
Publication date2020-07-01
Open AccessYes
TypeARTICLE
VenueSouth Asia Research (JOURNAL)
Journal identifiersISSN: 0262-7280 • E-ISSN: 1741-3141
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0262728020915569
OpenAlexW3031596670
LanguageEN
Citations received5
References cited4

Focused on the socio-economic background of tribal students in the 142 ashram schools of Koraput district in Odisha, this article explores the educational environment and quality of education for tribal children in India. As their educational performance is largely unsatisfactory, the primary causes behind low educational achievements are explored. It is found that the educational processes largely disregard the socio-cultural characteristics and linguistic skills that tribal students bring to the classroom. Specifically, tribal children experience serious language difficulties during the initial years of schooling. The practice of using the dominant state language, Odia, as the sole/dominant medium of instruction in all ashram schools, rather than the children’s mother tongue, appears to leave young learners illiterate in their mother tongue and also fosters low achievement levels in the dominant language

First language · Medium of instruction · Pedagogy · Quality (philosophy · Sociology · State (computer science · Medicine · Multilingual Education and Policy · Psychology · School Choice and Performance · Social and Economic Development in India

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