Study conducted in Sundergarh District of Orissa and Raigarh District of Chhattisgarh, India.

Study conducted among the four tribes, namely Lodha, Mahali, Kora, and the Santal in Paschim Medinipur District of West Bengal, India.

This book studies the state of tribal education in India. It examines the educational status of the tribal population and studies developmental issues such as unemployment, illiteracy, caste discrimination and inequality faced by the community.

This volume discusses key aspects of the economics of the elementary education system in the poorer and educationally backward states of India, while also examining one high-achiever state--Tamil Nadu. Providing the first state-by-state analysis of major cost and financing issues, the book is based on data gathered from one of the most comprehensive surveys conducted in recent times in these states, which was specifically commissioned for this book. The survey covered 120,000 households and a thousand schools spread over 91 districts in eight states.Written by leading educational economists, the original essays in this volume- analyse the major cost and financing issues in elementary schooling in seven of the eight states surveyed--Assam, Bihar, Madhya Pradesh, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal;- identify recent initiatives made by the governments of these seven states;- systematically scrutinise the pattern of the public spending in elementary education;- examine enrolment in government schools and the quality of education that they impart;- study household expenditure on schooling--the costs to parents of sending children to school; and- compare government schools with private schools, showing how the private sector has began to take over the what should be the responsibility of the government, particularly in the poorer states.

Contents: Introduction, Review of Literature, Approach to Tribal Development, Design of the Study, Socio-Economic and Demographic Profile of the Respondents, Profile of Tribals in Andhra Pradesh, Impact of Education, Absenteeism, Stagnation and Wastage, Alternative Strategies of Development of Tribal Education: Non-Formal Education, Summary and Conclusions.

This book contains 26 papers presented at the National Seminar on Tribal People of Central India: Problems and Prospects organized by the Department of Anthropology, Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya in collaboration with Anthropologic Survey of India under the convenorship of Dr. FarhadMollick. The papers are arranged into four sections in such a way that they bring out a clear picture of the status of tribal communities in Central India. The tribes in India constitute the weaker section of the population from ecological, economic and educational angles. Illiteracy, poverty, ill-health and malnutrition continue to be higher among the scheduled tribes than any other section of the population. Despite the constitutional provision and various legal protections, the problem of land alienation has multiplied. There are other problems such as indebtedness, exploitation, loss of natural resources and indigenous knowledge system. The provision of law under different Acts for safeguarding their interest and maintaining their identity remains largely unimplemented. The issues related to tribal policy, socio-cultural context, tribal health and tribal economy have been discussed in the book from the viewpoints of anthropologists and other specialists working on tribal communities.

"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--

Education specially at the primary level,contributes to a great extent to the physical,mental,emotional,social and spiritual growth of the child.Primary education promotes the sikls,knowlege,attitudes and habits.This book question the reasons behind non-universalization of primary education in India.Rampant child labour and poverty are the two most commonly cited resons in Inidia,which did not deter some of the other developing countres from making primary education compulsory.

In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.

This book is an in-depth analysis of the educational development of tribals in India. Education as Development: Deprivation, Poverty, Dispossession is a significant new addition for understanding educational and economic setbacks experienced by the marginalized in India. The volume: Focuses on how the social, economic, and education systems have evolved over time in India and identifies the scope of development in these areas Provides a rational structure for readers to understand how the Adivasi in India can be made to fit in the modern-designed education system Highlights the problems of the marginalized – such as income inequality, education, health, housing, governance, civil society environment and infrastructure, and others which hamper their overall growth This book will be of great interest to students, researchers, and policy makers in the fields of education, minority studies, indigenous studies, sociology of education, and South Asian studies.