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A Case Study of Educational Aspirations of Scheduled Tribe Students of Eklavya Model Residential School Kalsi, Uttarakhand
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- A Case Study of Educational Aspirations of Scheduled Tribe Students of Eklavya Model Residential School Kalsi, Uttarakhand
Abstract Content (not more than 300 word, should include: Introduction, Objective, Methodology, critical findings & Conclusion):
There is no precise sociological definition of the term ‘tribe’ in which all the scheduled tribes have been categorized. STs in some regions of the country perceive themselves as aboriginals, adivasis, vanvasi, raniparaj, etc. (Sujatha et al., 2020). Article 275(1) of the Indian Constitution provides for grants-in-aid from the Consolidated Fund of India to states to promote the welfare of Scheduled Tribes (STs). To further this goal, the Government of India launched the Eklavya Model Residential School (EMRS) scheme in 1997–98, aimed at providing quality education to ST children in remote areas. This study, based on seven focus-group discussions and five in-depth interviews, investigates the educational and residential experiences of tribal boys and girls at EMRS Kalsi. It also examines how gender influences career choices among these students and explores the reasons behind student dropouts. The qualitative research methodology is well-suited for understanding the nuanced gendered educational experiences of tribal students within the socio-cultural context of EMRS Kalsi, located in Dehradun district, Uttarakhand. This study also analyses secondary data like U-DISE+ Reports, NEP 2020, and Census 2011 data to understand the present educational status of STs in India. Also, By linking the gendered experience of tribal students to the broader sociological concepts of Virginius Xaxa and Jean Dreze, this research paper offers to highlight the concern among the EMRS students of how they would be perceived outside the borders of the tribal school and how the parental and students' educational aspirations are driven by the social context. This research paper also emphasizes that advancements in education can promote inclusive development by addressing the socio-cultural needs of marginalized communities.
Keywords: Scheduled tribes, Gender, Education, Residential Schools, EMRS
Abstract theme:
In case of not been selected for oral presentation, do you want to be considered for the poster presentation ?:
Yes
Do you require financial support to attend the seminar ? (Not applicable for virtual meet):
Yes-full
Gender:
Female
Evaluation Status:
No