Despite much anthropological research on education in India, the importance of educational anthropology is not properly acknowledged. This article argues for fuller recognition of educational anthropology as a helpful tool to generate well-informed grassroots research throughout India. It connects this argument to concerns that education among tribal and other marginal communities reflects problems over acceptance of diversity. Educational anthropology could help to support sustainable, people-centric educational policies, curriculum construction, and above all better-focused teacher training. Its interventions can provide cohesive glue for nurturing responsible citizenship for all Indians and would facilitate better integration of peripheral tribal communities and other minorities as responsible citizens of a huge nation that claims to be based on respect for composite culture and unity in diversity.
The present study was an attempt to study the religious orientation and mental health among university students belonging to different family backgrounds like nuclear or joint family. The data for the present study was obtained from university students [N=200 (Males 105 & Females 95)] belonging to various departments of Aligarh Muslim University. The data collected was analyzed by using appropriate statistical techniques like mean, SD and t-test. A significant difference was found among university students on mental health with respect to their family type. However, no significant difference was found among them on intrinsic religious orientation and extrinsic religious orientation.
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