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Abstract

This situation report centres on the inequalities confronted by Indigenous communities of India before centring on one “particularly-vulnerable tribal group” to show how this influences their participation in, and negotiation of, formal systems of education. Adivasis (literally, First Inhabitants, or Indigenous peoples) constitute over 8.6 million people of India’s population but remain invisibilised from conversations that concern them. The report thus seeks to emphasise the marginalised voice of the Hill Sabar peoples of Jharkhand, India, with a particular focus on their ways of “being,” “knowing” and “doing.” The situation report outlines insights into Sabar communities’ concepts, practices, perspectives and priorities of education underscored by their educational realities, ways of teaching and learning, and everyday accomplishments of Sabar education. Discussions then briefly centre on the significance of acknowledging “difference” in education and research; the ecology of education, engendering “new” ecologies of learning; and how Sabar knowledges may shape postcolonial, posthuman pedagogies.

Keywords

ways of “knowing”“doing” and “being”Indigenous education education for Indigenous peoples Hill Sabar peoples and indigeneity in India difference ecology of education

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Situation report on indigeneity and education in India: retelling the Sabar story

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