Exploring Indigenous Pedagogies: Case Studies of Culturally Responsive Schools in Jharkhand

Abstract

This paper is a part of my PhD and uses the frameworks of Critical Pedagogy (Freire, 1970) and Cultural Relevance Theory (Ladson-Billings, 1995) to analyse the education system’s shortcomings in addressing Adivasi concerns. Critical Pedagogy highlights the role of education in empowering oppressed communities and driving social change. At the same time, the Cultural Relevance Theory argues for curricula that reflect marginalised groups’ lived experiences and cultural identities. Together, these frameworks emphasise the urgent need for systemic changes in education policies and practices to create equitable and inclusive learning environments for Adivasi students.

The study draws on qualitative interviews with a founding member of two innovative organisations: Adibasi Seva Sangh in Ghosaldanga, Santiniketan, and Kurukh School in Gumla, Jharkhand. These organisations promotes how culturally responsive schools can empower marginalised groups by integrating Indigenous knowledge and practices into the curriculum. By incorporating elements such as oral histories, community-based knowledge, and spiritual traditions, these institutions provide Adivasi students with an education that aligns with their cultural roots. These practices enhance students’ sense of identity and belonging and improve their academic outcomes, offering a valuable counter-model to mainstream education systems.