International Journal For Multidisciplinary Research

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Overcoming Educational Barriers: A Study on Tribal Learners in Shopian District, Jammu & Kashmir

Author(s) Dr. Shail Pragya Singh, Dr. Feroze Ahmad Lone
Country India
Abstract This paper presents an in-depth exploration of the educational challenges faced by tribal children in the Shopian district of Jammu & Kashmir, with particular emphasis on issues related to accessibility, quality, and systemic inequities. Although the government has launched various schemes and policies promoting inclusive education, their on-ground effectiveness in tribal-dominated regions remains limited. The tribal communities in this region continue to grapple with lower literacy rates, high dropout levels, and poor academic outcomes compared to their non-tribal counterparts. Key barriers identified include inadequate physical infrastructure such as insufficient school buildings, lack of basic amenities (toilets, electricity, digital tools), and the absence of trained teachers sensitive to tribal cultures. Seasonal migration of families for livelihood further disrupts children’s education cycles, leading to learning discontinuity. Language plays a major role, as most tribal children speak regional dialects at home, which are often not the medium of instruction in schools, creating an early learning gap. Moreover, a cultural disconnect exists between the formal schooling system and the traditional tribal way of life, which leads to low motivation and limited parental support for formal education. The study is based on mixed-methods research, incorporating first-hand field observations, in-depth interviews with teachers, parents, and education officials, and a critical analysis of existing reports and statistical data. This multi-perspective approach helped uncover gaps not just in access but also in curriculum relevance, pedagogy, and community engagement. Findings suggest that mere infrastructure development or policy announcements are not sufficient. There is an urgent need for context-specific strategies that are culturally inclusive and community-driven. The study recommends sustained efforts in teacher training focused on tribal contexts, development of bilingual teaching materials, flexible school calendars accommodating migration patterns, and active involvement of tribal leaders in educational planning.In conclusion, the research advocates for a holistic model of tribal education reform—one that harmonizes formal education with the cultural realities of tribal life. Only through participatory, long-term interventions can educational equity be ensured for tribal children in Shopian and similar underrepresented regions.
Keywords Tribal Education, Accessibility, Language Barriers, Seasonal Migration, Inclusive Learning, Teacher Sensitization, Rural Schooling, Gender Disparity, Educational Equity.
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-17
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.48367
Short DOI https://doi.org/g9qqtq
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