Author: Srikrishna Jana
Abstract: Educational inequality remains one of the most enduring social challenges in India, reflecting deep-seated historical, socio-economic, and cultural disparities. Among the most affected are tribal students, whose educational trajectories continue to be shaped by marginalization, poverty, linguistic barriers, and systemic neglect. This article presents a comprehensive conceptual reflection on educational inequality from the perspective of tribal students, exploring its structural, psychological, and pedagogical dimensions. Drawing upon theories of social stratification, cultural reproduction, and educational equity, the paper examines how unequal access to resources, curriculum alienation, and inadequate institutional support perpetuate academic exclusion. It also highlights the resilience, agency, and aspirations of tribal learners who negotiate these inequalities through culturally grounded strategies. Finally, the paper proposes inclusive frameworks emphasizing culturally responsive pedagogy, socio-economic empowerment, and participatory policy interventions aimed at bridging the gap between tribal students and mainstream education.
Keywords: Educational Inequality, Tribal Education, Cultural Marginalization, Social Justice, Inclusive Pedagogy.
Page No: 141-147