Category Archives: Education and literacy

“The goal is to prepare some model students in our villages, so that others will be inspired to follow them.” – Santal educationist Boro Baski in “Long-term success of non-formal Adivasi school in West Bengal” (D+C Development and Cooperation, 2 July 2009)
https://www.dandc.eu/en/article/long-term-success-non-formal-adivasi-school-west-bengal
https://indiantribalheritage.org/?p=2274

“[A]bout 40 per cent of school absence in rural India is ­attributed to only one factor: malnutrition.” – Damayanti Datta in “Rage Of A Silent, Invisible Killer Called Malnutrition – Why Shining India Is In Grip Of An Epic Calamity” (Outlook Magazine, 26 August 2019)
https://www.outlookindia.com/magazine/story/india-news-rage-of-a-silent-invisible-killer-called-malnutrition-why-shining-india-is-in-grip-of-an-epic-calamity/302037
https://indiantribalheritage.org/?p=30029

“Nearly one in every twelve humans is a young Indian for whom meaningful education is of critical importance. […] If knowledge is the core of education and if education lays the very foundation of a nation, the author [Ganesh Devy] argues that it is of critical importance that the plight of educational institutions and the need to generate knowledge appropriate to India are addressed without any delay.” – Book Review: The crisis within by Ganesh Devy (Privy Trifles for The Book Shelf, 24 June 2017)
https://www.privytrifles.co.in/2017/06/book-review-crisis-within-by-gn-devy.html
https://indiantribalheritage.org/?p=23322

“In North India it is still common to reprimand a child: study or else you’ll cut grass; the prospect of manual work invoked as a threat. Education was valued because it could widen the distance from the labouring multitudes.” – Author and diplomat Pavan K. Varma in Being Indian: Inside the Real India (2005), p.104
http://www.worldcat.org/oclc/903789955
https://indiantribalheritage.org/?p=21762

“A most important truth, which we are apt to forget, is that a teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame.” – Rabindranath Tagore quoted in Santiniketan (1961, p. 28)
https://indiantribalheritage.org/?p=2603

“Due to the pandemic, the school has been closed. However, teaching has not really stopped. Teachers make short videos and send them to the students’ parents. Whenever the students watch the videos, they respond on the WhatsApp group.” – B Ramdas, co-founder of Viswa Bharati Vidyodaya Trust (VBVT) in “The story of YouTube channel Kaathadi and how it’s empowering tribal communities in TN” by Megha Kaveri featuring “Kaathadi”, an innovative YouTube channel accessible to all learners (thenewsminute.com Education, 18 July 2020)
https://www.thenewsminute.com/article/story-youtube-channel-kaathadi-and-how-its-empowering-tribal-communities-tn-128968
https://indiantribalheritage.org/?p=34846

“At the core of any higher education policy lies the notion of a university [distinguished] from its medieval forerunners by envisaging for it an autonomous sphere in relation to the emerging nation-state. Universities are thus required to be ‘incubators of ideas and innovations’.” – Suranjan Das, Vice-Chancellor of Jadavpur University Kolkata (The Telegraph, 30 September 2020)
https://www.telegraphindia.com/west-bengal/calcutta/the-relevance-of-vidyasagar/cid/1793177
https://indiantribalheritage.org/?p=35639

“A sustainable improvement in the quality would happen only when there is an effort to improve quality along with inclusion. This cannot be achieved by creating a few centers of excellence.” – V. Santhakumar (Azim Premji University) in: “Only small, consistent steps can improve the quality of education in India” (Economics in Action, 11 October 2019)
https://vsanthakumar.wordpress.com/2019/11/01/only-small-consistent-steps-can-improve-the-quality-of-education-in-india/
https://indiantribalheritage.org/?p=30571

“On a very small scale compared to the widely promoted homogenising mega-schools, [alternative schools] respect diversity and are sensitive to the socio-cultural and political context of the children. […]
The National Education Policy of 2020 is silent on the crucial question of integrating Adivasi knowledge. It appears to encourage multilingual education but calls for ‘philanthropic’ (read: corporate) investment, focused on producing workers for the market rather than implementing the Right to Education Act (2009). […]
The notion of ‘mainstreaming’ needs to be challenged not just because Adivasi culture is being crushed, but also because Adivasi values and ways of life offer insights that the ‘mainstream’ needs.” – Felix Padel & Malvika Gupta in “Are mega residential schools wiping out India’s Adivasi culture?” (The Hindu, 13 February 2021)
https://www.thehindu.com/society/children-from-tribal-communities-are-being-corralled-into-mass-schools-that-are-wiping-out-cultures/article33818793.ece
https://indiantribalheritage.org/?p=4429

“In contemporary practice, the tribal memory is greatly undermined. There is general insistence that tribal children attend schools where non-tribal children attend schools, that they use medicines manufactured for others and that they adopt common agricultural practices. All because the world has very little time to listen patiently to the tribals, with their immense knowledge and creativity. We have decided that what is good for us is good enough for them. In the process we are destroying a rich vein of our cultural heritage.” – Ganesh Devy quoted by Ivy Imogene Hansdak (Inaugural Speech for the National Conference “Tribes In Transition-II” 2017)
https://indiantribalheritage.org/?p=23032

“The educational establishment has entrenched interests within it for whom the improvement of Adivasi education is not a priority and who may even look down upon them as second-class citizens.” – Amman Madan, Rama Sastry and B Ramdas in “Social Movements and Educational Change: A Case Study of the Adivasi Munnetra Sangam” (The Economic and Political Weekly, Vol. 54, Issue No. 5, 02 Feb, 2019, Social Movements and Educational Change)
https://www.epw.in/journal/2019/5/special-articles/social-movements-and-educational-change.html
https://indiantribalheritage.org/?p=27219

“The concept of public education is based on the objective of inclusiveness. What are the consequences of this overnight switch to a digital mode when a large segment of population remains digitally excluded? […] The path we now follow focusses only on people who are digitally privileged. People without access to resources, data and devices have been left in the cold.” – K.S. Madhavan in “Kerala: Path we’ve taken favours privileged” (Times of India, 3 June 2020)
https://timesofindia.indiatimes.com/city/kochi/kerala-path-weve-taken-favours-privileged/articleshow/76174319.cms
https://indiantribalheritage.org/?p=1882

Ambitious e-governance scheme for tribal welfare ashram schools and hostels – Andhra Pradesh

An ambitious plan is on the anvil to bring the administration of as many as 74 tribal welfare ashram schools and 45 tribal welfare hostels in the Bhadrachalam Agency under e-governance from the coming academic year. With a view to … Continue reading

Posted in Accountability, Childhood and children, Community facilities, Education and literacy, Government of India, Modernity, Organizations, Press snippets, Southern region – Southern Zonal Council | Comments Off on Ambitious e-governance scheme for tribal welfare ashram schools and hostels – Andhra Pradesh

Future in the making – Kanavu Kerala Culture Club

‘Kanavu’ means ‘dream‘. It is exactly a dream, an initiative of the alternative educational vision of K. J. Baby and his like-minded friends. The inception of the idea can be traced back to Maveli Manatram (1991), Baby‘s novel that was … Continue reading

Posted in Childhood and children, Crafts and visual arts, Cultural heritage, Ecology and environment, Economy and development, Education and literacy, Film, Games and leisure time, Gandhian social movement, Health and nutrition, Music and dance, Names and communities, Organizations, Performing arts, Press snippets, Quotes, Rural poverty, Video resources - external, Wayanad, Women | Tagged | Comments Off on Future in the making – Kanavu Kerala Culture Club

An experiment in intercultural communication: “Learning from the people in the villages, value their way of life” – West Bengal

Since the beginning of my work with people of the Santal villages, Ghosaldanga and Bishnubati, close to Santiniketan, it has been important to me that it is not a one-way street. Giving and receiving should be equally important. This means … Continue reading

Posted in Community facilities, Customs, Democracy, Eastern region – Eastern Zonal Council, Education and literacy, Modernity, Names and communities, Organizations, Press snippets, Success story, Tagore and rural culture, Tribal culture worldwide, Tribal identity, Video resources - external | Tagged | Comments Off on An experiment in intercultural communication: “Learning from the people in the villages, value their way of life” – West Bengal

eJournal | Writing and teaching Santali in different alphabets: A success story calling for a stronger sense of self-confidence – West Bengal

Santali is one of India’s many Adivasi languages. Today, seven different alphabets are used to write in it. Some argue that this great variety does not help the community’s development. | Read the full article (3,3 MB) >> Among South … Continue reading

Posted in Assimilation, Childhood and children, Commentary, Community facilities, Eastern region – Eastern Zonal Council, eBook & eJournal, Education and literacy, Figures, census and other statistics, Film, History, Languages and linguistic heritage, Misconceptions, Modernity, Multi-lingual education, Museum collections - India, Music and dance, Names and communities, Organizations, Photos and slideshows, Press snippets, Revival of traditions, Santali language and literature, Seasons and festivals, Storytelling, Success story, Tagore and rural culture, Women, Worship and rituals | Tagged , , , | Comments Off on eJournal | Writing and teaching Santali in different alphabets: A success story calling for a stronger sense of self-confidence – West Bengal

eBook | What is the Biodiversity Act? And how will it protect intellectual property rights over traditional knowledge?

This publication contains the Biological Diversity Act, 2002 and the Biological Diversity Rules, 2004 that was promulgated by the Government of India. This document may therefore be reproduced for educational and non-profit purposes without special permission from the National Biodiversity … Continue reading

Posted in Accountability, eBook & eJournal, Ecology and environment, Education and literacy, Elephant, Ethnobotany, Government of India, Misconceptions, Modernity, Nature and wildlife, Networking, Organizations, Press snippets, Quotes, Resources, Rights of Indigenous Peoples, Success story, Tiger, Trees | Comments Off on eBook | What is the Biodiversity Act? And how will it protect intellectual property rights over traditional knowledge?