In the early days of my fellowship, I had the opportunity to visit two Aashramshalas in the villages surrounding Dediapada. Nestled between stretches of farmland and forested roads, these residential schools serve children from tribal communities across the region, some coming from nearby villages, others from remote areas many miles away. While these students may come from a range of geographic backgrounds, they share a common reality of social and economic vulnerability.
It is no secret that tribal communities across India have long remained on the margins of development. In fact, the concept of an Aashramshala was born out of an effort to bridge this divide and bring education closer to children in remote regions, first through the work of social reformers and private initiatives, and later formally institutionalized by the Government of India in the years following Independence (Panchouli, 2011). While the ashramshala model has stayed true to its founding vision and expanded access to education, the focus now must shift toward learning that is participatory, inclusive, and shaped by the environments tribal children inhabit, not just the ones imagined for them in textbooks.
In order to begin working toward learning that is both inclusive and impactful, it is critical to first understand some of the present educational barriers faced by tribal communities:
- Cultural Alienation
- There is a gap between mainstream schooling and the lived experience of tribal communities. Curricula, textbooks, and teaching methods rarely reflect their cultural contexts, making it difficult for students to connect with what they learn. This disconnect can lead to lower engagement and a sense of exclusion in the classroom (Das, 2024).
- Socio-Economic Disparities
- Poverty is a persistent challenge that continues to deepen the educational divide. Economic hardship often forces tribal children to begin working and contributing to their family’s livelihood, which then leaves little time for schooling. It is a painful truth that “the prospect of going to school often takes a backseat when immediate survival and sustenance are at stake,” (Das, 2024).
- Student-Teacher Ratio
- A lack of qualified teachers continues to undermine the quality of education in tribal areas. Some schools face a shortage of trained educators, while in others educators “may not be adequately prepared to understand and address the needs of tribal students,” leading to overcrowded classrooms and limited individual attention (Das, 2024). In such conditions, teaching often defaults to rote, textbook-based methods that fail to engage learners or reflect their lived realities.
When we take these challenges into account, it becomes clear that expanding access alone is not enough. Education for tribal children can benefit most from learning environments that build on their cultural foundations and create opportunities for them to take ownership over their growth and development. Shaishav, my host organization, has long championed the idea that education should be a collaborative process that includes children as active participants in their learning. This philosophy forms the foundation of what we call participatory learning: an educational approach that centers children’s voices and experiences.
Participatory learning is an effective method because it transforms education from a passive experience into an engaging process. When children are encouraged to ask questions, share ideas, and relate lessons to their own lives, learning becomes relevant and empowering. By giving students a voice in their learning, participatory methods can also foster critical thinking, collaboration, and communication, skills that go beyond rote memorization and prepare children to navigate both their immediate communities and the wider world.
As India continues to see remarkable progress in education, reporting rising figures in literacy and enrollment, it is critical to ensure that the country’s tribal populations are able to keep pace (“Women,” 2016). Embedding participatory methods in everyday learning can help educators move beyond traditional “chalk and talk” approaches and instead promote an environment where students are empowered to shape their own learning (Coelho, 2012). By prioritizing these methods in my work designing curriculum and developing culturally-sensitive lesson plans, I hope to contribute to an educational landscape where every student has the opportunity to take control of their learning journey, regardless of their cultural background and geographic location.
References
Das, A., Parida, J. & Kujur, J. (2024). Addressing the barriers to the early education of tribal children in remote locations. Policy Brief # 1, DST-Centre for Policy Research, NISER, Bhubaneswar, India.
Gautam, Vinoba. Education of Tribal Children in India and the Issue of Medium of Instruction: A Janshala Experience, 2003, jarom.org/wp-content/uploads/2013/01/education-of-tribal-children-in-india-a-janshala-experience.pdf.
Panchouli, R. R., and D. M. Vahoniya. Edited by C. B. Upadhyay, Tribal Research & Training Institute, Ahmedabad, Gujarat, 2011, Monitoring & Evaluation of Tribal Ashram Schools Scheme (with Special Reference to Gujarat).
Shaishav. A Concept Note, 2023.
“Women & Men in India – 2016 Chapter 3 Literacy and Education.” Ministry of Statistics and Programme Implementation, Government of India, 2016, mospi.gov.in/sites/default/files/reports_and_publication/statistical_publication/social_statistics/WM16Chapter3.pdf
