Author: Mrs. Ruchira Barai & Professor (Dr.) Prokash Biswas
Abstract: Education has emerged as a crucial instrument for social inclusion and empowerment among historically marginalized communities, particularly Scheduled Tribes in India. The Oraon community, one of the major tribal groups in eastern India, has experienced prolonged educational disadvantage shaped by historical displacement, economic marginalization, cultural discontinuities, and structural exclusion from mainstream institutions. In West Bengal, the Oraon community occupies a distinct socio-historical position, marked by colonial-era migration, plantation-based labour systems, and uneven access to educational resources. This paper critically examines the perceptions, attitudes, and aspirations of the Oraon community in West Bengal towards education, situating these within broader social, cultural, and policy contexts. It traces the evolution of educational consciousness among the Oraon, from indigenous modes of knowledge transmission to engagement with formal schooling, and analyses how economic change, generational shifts, gender relations, language, and institutional practices shape educational experiences. The paper argues that while educational aspirations among Oraon families have expanded significantly, persistent barriers continue to limit educational outcomes. Meaningful progress requires culturally responsive pedagogy, community engagement, and context-sensitive policy implementation.
Keywords: Education, Oraon Community, Oral Traditions, Scheduled Tribes, Pedagogy.
Page No: 157-171