The Adivasi’s movement in India was seen through the abstract glasses of a Maoist movement or a peasant revolt, thus denying and failing to explain the specificity of Adivasi’s movement for democratic rights. However, the present article is an attempt to understand the socioeconomic and political structures, which forced the tribal in India to organize themselves and fight since the 1940s for the redressal of their grievances. Among the major questions which we shall attempt to answer are: how did the tribal react to alienation from the society and land, natural resources, indebtedness, and structural and cultural oppression? What was the role of the leadership in the organization of discontented tribal? The study basically aims at understanding the nexus between politics and violence in the specific context of the Adivasi movement in India. Is it a battle for social justice and equality?
This article critically examines initiatives for greater participation in education by tribal communities in India, arguing that current policy does not effectively enough facilitate greater participation and may, in fact, go against the avowed principle of ensuring greater equity. The article relies on fieldwork-based study to support arguments for the need to be culturally sensitive in making appropriate provisions for the education of scheduled tribes in India. Reasons for high dropout rates and non-enrolment among tribal children are examined and some searching questions are asked about why so many tribal people dislike schools.
Various education policies and government initiatives has been focused to improve the literacy rate of the tribal communities. After sixty-four years of independence the tribal people are still lagging behind from the development basically in the education field. Still high drop outs and illiteracy rate is high among the tribal in comparison to other communities. In recent study it has been found that there is 70.9% of the drop out among the tribal. In such milieu, it is high time to find out why tribal communities are still lagging behind from the mainstream of society especially in education sector. There are various aspects of education. This study deals with the aspect of access to education. Participation is an extremely crucial element of learning. It is a proven fact that students learn better and retain more when they are active participants. Learning is an active process and should involve deliberation. The participation and access of the students in the education system includes the interaction between the students and all the stakeholders and vice-versa. Tribal people do not have to assimilate into anything because they have the sovereign dignity and freedom to adapt to any circumstances that will allow them to fulfil their dreams, aspirations and life pursuits. The study includes not only the availability of infrastructure but also participation of the students' in the class, teachers' approach, and etc., which plays vital role towards increasing the status of the tribal in the education sector in qualitative and quantitative manner. The study includes both purposive and random sampling methods.
This article provides an overview of the policies of the colonial and post-colonial state regarding the tribal people of Andhra Pradesh. The penetration of colonial capital, the policies of the Nizam state which supported this and the resultant process of land alienation is analysed, followed by the presentation of various attempts by the post-colonial state to return tribal land by means of the Land Regulation Act, to rectify the wrongs of the past and to halt any further alienation. The article concludes by arguing that the state has not been successful in ending the process of land alienation which destroys tribal life.
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