{"id":19487,"date":"2023-05-05T16:45:55","date_gmt":"2023-05-05T11:15:55","guid":{"rendered":"https:\/\/iihs.co.in\/knowledge-gateway\/?p=19487"},"modified":"2024-01-03T15:24:50","modified_gmt":"2024-01-03T09:54:50","slug":"voices-from-the-margins-exploring-possibilities-of-connecting-formal-education-to-the-funds-of-knowledge-owned-by-adivasi-communities-in-the-kesla-block-of-madhya-pradesh","status":"publish","type":"post","link":"https:\/\/iihs.co.in\/knowledge-gateway\/voices-from-the-margins-exploring-possibilities-of-connecting-formal-education-to-the-funds-of-knowledge-owned-by-adivasi-communities-in-the-kesla-block-of-madhya-pradesh\/","title":{"rendered":"Voices from the Margins: Exploring Possibilities of Connecting Formal Education to the Funds of Knowledge owned by Adivasi Communities in the Kesla Block of Madhya Pradesh"},"content":{"rendered":"<div id='full_slider_1'  class='avia-fullwidth-slider main_color avia-shadow   avia-builder-el-0  el_before_av_layout_row  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30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-33r2nxb-984eb248374bd80fc45b54e3626d9a5c av-gridrow-cell av_three_fifth no_margin  avia-builder-el-4  el_after_av_cell_one_fifth  el_before_av_cell_one_fifth '  ><div class='flex_cell_inner'><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lhagkde4-108f94f4876da193429d6dca51f9cbe9\">\n#top .av-special-heading.av-lhagkde4-108f94f4876da193429d6dca51f9cbe9{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-lhagkde4-108f94f4876da193429d6dca51f9cbe9 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-lhagkde4-108f94f4876da193429d6dca51f9cbe9 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-lhagkde4-108f94f4876da193429d6dca51f9cbe9 av-special-heading-h3  avia-builder-el-5  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Voices from the Margins: Exploring Possibilities of Connecting Formal Education to the Funds of Knowledge owned by Adivasi Communities in the Kesla Block of Madhya Pradesh<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-lhagkyok-6a4b9238b837544feb6d9ef797e1cfec '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p><span style=\"font-size: 13px; text-transform: none; color: #8a0000;\"><em><span data-sheets-value=\"{\" data-sheets-userformat=\"{\">Aisha Kawalkar, Himanshu Srivastava, Ruchi Shevade<\/span>\u00a0\u00a0<\/em>| 2023<\/span><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-lhaglc8f-08dfc21363c4ddcea534fbf62b0b9df1 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p class=\"p2\">Abstract<\/p>\n<p class=\"p3\"><span data-sheets-value=\"{\" data-sheets-userformat=\"{\">The Adivasis or the Scheduled Tribes (STs) are a significant segment of the Indian population, not just because they form a sizeable proportion of it, but also as a group with rich and varied cultural heritage. Despite constitutional provisions for their welfare and development, and protection against violence to their languages and cultures, they are historically the most marginalised communities in the country and lag way behind in terms of various socio-economic indicators, including health and education. Ironically, the Indian education system has been a significant factor in the marginalisation and invisibilisation of Adivasi interests. The position paper concerning tribal education acknowledges that \u201cthe curriculum fails to take account of tribal cultures as autonomous knowledge systems with their own epistemology, transmission, innovation and power\u201d (NCERT, 2006, p. 28). Further, the knowledge and skills that the tribal communities have historically accumulated and have been using for survival for generations are not just ignored and undervalued, but denigrated. Deficit discourses about them seem common among teachers and textbooks, leading to discrimination and abysmally low expectations from tribal students. Moreover, since their native language is different from the medium of instruction in schools, they face severe problems in expressing themselves and learning, in general. Consequently, mainstream schooling leads to the alienation of children from their language and culture. Thus, a wide gap exists between school culture and Adivasi students\u2019 home culture(s). Our study aims to bridge this gap by documenting aspects of students\u2019 everyday knowledge and lifeworlds and exploring the possibilities of connecting the same with school education. Focusing on a theme in ecology, we intend to explore students\u2019 understanding of nature and its conservation. These ideas are of interest because Adivasi communities are known to have knowledge systems rooted in their lifeworlds, beliefs, and traditions that embody ecological harmony, and have a relationship with nature that is starkly different from the one that modern science espouses. The study is situated in four villages in the Kesla block of Hoshangabad district in Central India. Kesla has a sizeable population (46.18 per cent) of Adivasi communities (mostly, Gond and Korku). We adopt \u201ccritical qualitative inquiry\u201d as the research paradigm for this study in an attempt to lay bare the structures of power and control that lead to the marginalisation of non-dominant groups and putting forth their voices, concerns, and experiences that are otherwise subdued. We used a strategic combination of qualitative research methods for data collection: ethnographic observations, semi-structured interviews, focus group discussions and researchers\u2019 field notes. Further, to study how the official curriculum deals with these topics, we analysed middle school science textbooks followed in the state of Madhya Pradesh. Through this research, we conceptualised a learning module for teachers and Adivasi students of Central India, centred around locally relevant issues and aimed at developing a critical understanding of forests and wildlife conservation. <\/span><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-lhejj6vn-458d5217cf4d2783678390521145f519 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p>DOI:https:\/\/doi.org\/10.24943\/TESF0405.2023<\/p>\n<\/div><\/section><br \/>\n<div  class='avia-button-wrap av-lhagm1j7-92077b4fc73fe965fbaa045a0bb0d136-wrap avia-button-left  avia-builder-el-9  el_after_av_textblock  el_before_av_button '><a href='https:\/\/tesfindia.iihs.co.in\/01-voices-from-the-margins\/' class='avia-button av-lhagm1j7-92077b4fc73fe965fbaa045a0bb0d136 avia-icon_select-yes-left-icon avia-size-medium avia-position-left avia-color-theme-color' target=\"_blank\" 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tag-link-position-35\" style=\"font-size: 8pt;\" aria-label=\"population mapping (1 item)\">population mapping<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/poverty-and-inequality\/\" class=\"tag-cloud-link tag-link-101 tag-link-position-36\" style=\"font-size: 17.391304347826pt;\" aria-label=\"Poverty and Inequality (23 items)\">Poverty and Inequality<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/research-communication\/\" class=\"tag-cloud-link tag-link-199 tag-link-position-37\" style=\"font-size: 8pt;\" aria-label=\"Bet365 लाइव क्रिकेट स्ट्रीमिंग Communication (1 item)\">Bet365 लाइव क्रिकेट स्ट्रीमिंग Communication<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/risk\/\" class=\"tag-cloud-link tag-link-97 tag-link-position-38\" style=\"font-size: 16.521739130435pt;\" aria-label=\"Risk (18 items)\">Risk<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/scholarly-publishing\/\" class=\"tag-cloud-link tag-link-130 tag-link-position-39\" style=\"font-size: 9.5652173913043pt;\" aria-label=\"Scholarly Publishing (2 items)\">Scholarly Publishing<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/science-gaps\/\" class=\"tag-cloud-link tag-link-193 tag-link-position-40\" style=\"font-size: 8pt;\" aria-label=\"Science Gaps (1 item)\">Science Gaps<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/sustainability\/\" class=\"tag-cloud-link tag-link-93 tag-link-position-41\" style=\"font-size: 12.782608695652pt;\" aria-label=\"Sustainability (6 items)\">Sustainability<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/transport\/\" class=\"tag-cloud-link tag-link-95 tag-link-position-42\" style=\"font-size: 12.173913043478pt;\" aria-label=\"Transport (5 items)\">Transport<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/urban-equality\/\" class=\"tag-cloud-link tag-link-198 tag-link-position-43\" style=\"font-size: 8pt;\" aria-label=\"urban equality (1 item)\">urban equality<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/urbanisation\/\" class=\"tag-cloud-link tag-link-88 tag-link-position-44\" style=\"font-size: 12.782608695652pt;\" aria-label=\"Urbanisation (6 items)\">Urbanisation<\/a>\n<a href=\"https:\/\/iihs.co.in\/knowledge-gateway\/tag\/water-and-sanitation\/\" class=\"tag-cloud-link tag-link-96 tag-link-position-45\" style=\"font-size: 17.826086956522pt;\" aria-label=\"Water and Sanitation (26 items)\">Water and Sanitation<\/a><\/div>\n<\/div><\/div><\/p>\n<\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p><em>Aisha Kawalkar, Himanshu Srivastava, Ruchi Shevade<\/em><\/p>\n<hr\/>\n","protected":false},"author":6,"featured_media":17766,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[112],"tags":[],"class_list":["post-19487","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-reports"],"_links":{"self":[{"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/posts\/19487","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/comments?post=19487"}],"version-history":[{"count":4,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/posts\/19487\/revisions"}],"predecessor-version":[{"id":19489,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/posts\/19487\/revisions\/19489"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/media\/17766"}],"wp:attachment":[{"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/media?parent=19487"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/categories?post=19487"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iihs.co.in\/knowledge-gateway\/wp-json\/wp\/v2\/tags?post=19487"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}