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Tribal Education in India

A Case of Lambada Tribe in Telangana


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© Copyright, 2018, Macharlla Ramesh

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Tribal Education in India A Case of Lambada Tribe in Telangana

By

Macharlla Ramesh

EDUCREATION PUBLISHING (Since 2011)

www.educreation.in


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This Book is Dedicated

to My Father Late Sri. Muthenna


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Content List

Sr. No. Content Page

1. Theorizing the Sociology of Education 1

2. Tribal Education in India 21

3. Lambada Community in Telangana 45

4. Education among Lambada Community 55

5. Issues and Challenges: A Way Forward 91

6. Bibliography 104


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Preface

Education in the modern society becomes an important

instrument in nation building and economic development. The

planning commission report on India Vision 2020 observes that

the successful education policy would play a major role in the

fields of national development in political, economic, technical,

scientific, social and environmental. Education is the foundation

for a vibrant democracy, growth of productivity and income and

employment opportunities. Education forms an important

component in the overall development of individuals, enabling

them to greater awareness, better comprehension of their

social, political and cultural environment and also facilitating in

the improvement of their socio-economic conditions. These hold

true in the case of the Scheduled Tribes in India. Ever since the

plan era started, governmental efforts in the field of tribal

education have been directed to remove educational disparities

between the tribals and non-tribals. But the total picture of the

spread of education among the tribals is not very encouraging.

Social factors play important role in their successful

implantation of educational programme for any society, more

so for a tribal society. Cultural practices of tribal societies are

generally analyzed through the perspectives that are

conventionally adopted while studying their society. Culture as

conceptualized as closely entangled with politics and economy

in tribal societies; and to their accessing the educational

opportunities. Telangana state is very rich in the variety of

cultures that represent all stages of human progress. Tribal

communities in Telangana state live in various ecological and

geo-climatic conditions ranging from plains and forests to hills.

The present study made a modest attempt to understand issues

and challenges among Lambada Tribal community in Telangana

state towards accessing the modern education.

- MACHARLLA RAMESH


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Acknowledgements

During the course of writing this book, I have received

encouragement from several eminent personalities. I take this

opportunity to acknowledge them.

I profusely thank:

Prof. C. Ganesh, Head, Department of Sociology, Osmania

University, for his theoretical insights and analytical abilities

helped me to do the best.

Prof. P. Vishnu Dev, Department of Sociology, Osmania

University, for his unconditional support, genuine sense of

academic commitment and faith in me.

Faculty Members, Department of Sociology, Osmania

University, for their constant encouragement and support.

Karuna Madam, M.P.P.S, Manikbandar Makloor Mandal,

Nizamabad District, who helped me in understanding the

dynamics of education among Tribal communities.

Finally, the Family members and friends, without their help and

co-operation, the study would not have been made possible.

- MACHARLLA RAMESH


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1

Chapter One Theorizing the Sociology of Education

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The basic definition of education can be termed as teaching and

learning knowledge. According to the Free Encyclopedia

(20111), there are three processes in education; Instruction

refers to the facilitating of learning, by a tutor or teacher.

Teaching refers to the actions of an instructor to impart

learning to the student. Learning refers to those who are

taught, with a view toward preparing them with specific

knowledge, skill or abilities that can be applied upon

completion. Etymologically, the origin of the term “education‟ is

the noun form of the verb educate. It comes from the Middle

English educaten; coming from Latin term educare, educates

meaning “bring up, rear‟; linked to educere meaning “lead

forth‟ or “bring out‟. Whereas on the other side the term

“Educators‟ means to refer people who develop, design

evaluate and implement education programme and activities in

formal, informal and non-formal education structures.

Education plays a vital role around the globe from generation to

generation from the genesis of human existence. Durkheim

(1956) states, “Education is the influence exercised by adult

generations on those that are not yet ready for social life. Its

object is to arouse and to develop in the child a certain number

of physical, intellectual and moral states which are demanded

on him by both the political society as a whole and the special

milieu for which he is specifically destined” (Durkheim, 1956:

712). The main objectives of education conceded through

culture, social values, tradition, religion, morality etc. passed

on to unsophisticated society and renovate into socialization

society. Raza (1990) states, “Education is deeply embedded in

the social situation and may be considered to be the crucial

anthropogenetic level of social transformation. It is intrinsically

intertwined with the development process and constitutes the

instrumentality of the modernization tradition” (Raza, 1990:13).

1 Web based resource (2011): “Wikipedia”, The Free Encyclopedia. 2 Durkheim, E. (1956): “Education and Sociology”, The Free Press: New York. 3 Raza, M, (1990): “Education, Development and Society”, Vikas Publishing House Pvt. Ltd: New Delhi.


Macharlla Ramesh

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To trace the origin of education, it is to be considered that

education transmitted from oral to written words and it

transformed action into teaching.

Education has been defined in various ways according to

theories that are suitable to the individual society. Definition of

education is different from country to country, society to

society, caste to caste and class to class, and the findings will

be heterogeneous from one another. Moehlman (1951) states,

“A nation possesses the key to its future if it understands the

purposes and inner logic of its own culture. Education, when

used intelligently, is the means for obtaining the key. There is

no pat formula for an educational solution which applies

everywhere and at all times. It is necessary to study a system

of education in its own culture pattern, using a check list or

morphology covering philosophy, people, land, historical

determinants, and technology in relation to educational

development” (Moehlman, 1951: 14). In a technical sense,

education is the process by which society deliberately transmits

its accumulated knowledge, skills and values from one

generation to another. Education is the largest sense in any act

of experience that has a formative effect on the mind, character

and physical ability of an individual. Whitehead (1929: 125)

states, “What education should impart is an intimate sense for

the power of ideas, for the beauties of ideas, and for the

structures of ideas, together with a particular body of

knowledge which has peculiar reference to the life of the being

possessing it”.

Many believe that education is the prime movers of social

inequality, economic development, which moulds uncivilized

society into civilized modern society which drives into

developing society. The United Nation (UN) Secretary General

(2009) states, “Education is the fundamental tool that makes

institutional change in other sectors possible by educating

personnel currently in post those who will shape future

institutions. Education is also the most powerful tool to develop

economic and social skills necessary to generate sustainable

livelihoods for successive generation.” Education is considered

as an agent for eradication of poverty and human development

but education has a dynamics of positive and negative

4 Moehlman, A. H. and Roucek, J. S. (1951): “Comparative Education”, Holt Rinehart and Winston Inc: USA. 5 Whitehead, A. N. (1929): “The Aims of Education and Other Essays”, The Free Press: New York.



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influence. According to Smith (2010:96), “Education has a key

role to play in the elimination of poverty and to break the cycle

whereby poverty itself limits access to education. Education

provides a foundation for the knowledge, skills and values that

fuel personal, social and economic development – the means by

which sustainable development might be achieved”. Education

may solve the problems and bring development, but in contrast

education is not the total prime change in society. Educationists

and social scientists, define education in different ways.

National Policy on Education (1986:87) rightly states, “The

educated person thus becomes an important source of

production and the uneducated person an unproductive burden

on society”. Education on the other side, there is a huge

confusion about being literate and educated, counting high in

literacy rate degrade the high value of education. Kamat (1985:

198) states “ What education achieved was: a limited increase

in literacy and the numeracy on the one hand, and limited

advance in science, technology and other higher education on

the other, both contributing to restricted socio-economic

development. It conforms our postulation that education is just

one variable in the relevant cluster of variables, and that is not

a prime mover of social change. The ability to read and write

that counts high in literacy rate corrupt the significance of

education. The skills of read and write followed by constructive

practical education play the crucial role in order to bring socio-

economic development in the society.

According to Biswas (19999: 18), “Education interacts and

is interdependent with the process of development. Social

structures policies and goals exert their influence on the

education sector, as on other sector, while the education sector

influence economic and social development by inducing change

in technology through the systematic application of scientific

and other knowledge, in skilled and specialized knowledge for

specialized tasks as a consequence of their division and

differentiation, and in values and attitude to provide the

6 Smith, Alan. (2010): “The Influence of Education on Conflict and Peace Building”, Paper commissioned for the EFA Global Monitoring Report 2011, The hidden crisis: Armed conflict and education. 7 Kothari Commission (1986): “National Policy on Education”, MHRD, Department of Education, Govt. of India: New Delhi. 8 Kamat, A. R. (1985): “Education & Social Change in India”, S.G. Nene Somaiya Publication Pvt. Ltd: Bombay. 9 Biswas, N. B. (1999): “Education in North-East India”, Shipra Publications” New Delhi.


Macharlla Ramesh

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necessary incentives for productive efficiency, the net change in

growth is the result of the modern education, assisted by

change in values and attitudes”. Education and development is

strictly confined in a matter of social relevance, in this context,

education should be relevant with the development which

strengthened the linkage between them. Right to education

should give an individual right to develop attitudes, right to

learn in his or her choices, these principles acknowledge

democratic educational human rights. According to McCloskey

(1959: 110), “Knowledge, skills, and self – discipline are

counterpart of responsible freedom. People are free to achieve

only what they learn how to achieve, to make only those choice

they perceive and understand, to contribute only what they

have capacity to offer.” MHRD, Government of India, Annual

Report (2009-2010) states, “Education is not only an

instrument of enhancing efficiency but also an effective tool of

augmenting and widening democratic participation and

upgrading the overall quality of individual and society” (MHRD,

GOI, 2010: 611).

On 10 December 1948, the general assembly of UN

universal declaration on human rights passed preamble, Article

26 as “Rights to Education‟ under this rights, three points has

been laid down:

1) Everyone has the right to education. Education shall be free,

at least in the elementary and fundamental stages.

Elementary education shall be compulsory. Technical and

professional education shall be made general available and

higher education shall be equally accessible to all on the

basis of merit.

2) Education shall be directed to the full development of the

human personality and to the strengthening of respect for

human rights and fundamental freedoms. It shall promote

understanding, tolerance and friendship among all nations,

racial or religious groups, and shall further the activities of

the United Nation for the maintenance of peace.

3) Parents have a prior right to choose the kind of education

that shall be given to their children.

In 1994, the UN General Assembly officially proclaimed

(1995-2004), the United Nation Decades for Human Rights

10 McCloskey, G. (1959): “Education and Public Understanding”, Harper & Brothers Publishers: New York. 11 Annual Report (2010), Department of School Education and Literacy & Department of Higher Education, MHRD, Govt. of India: New Delhi.


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